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hensively analyze theoverall characteristics of teachers’multi-modal discourse in the classroom,the distributiondetails of modalities in each stage,and the significance of mutual coordination betweenmodalities,using videos of reading classes taught by two junior high school English teachersin Junior High School as research materials,through literature research,case analysis,classroom observation,corpus analysis,interviews,and educational narrative research.

Chapter Two Literature Review

2.1 Definition of Main Concepts

In this section,the existing research on Appraisal theory and its theoretical developmentand application abroad are discussed.

2.1.1 Teachers’Classroom Discourse

Firstly,in 2.1.1,the previous international research on Appraisal theory is demonstratedby defining the concept of evaluation and tracing its developmental trajectory,followed by acomprehensive overview of both theoretical and applied studies in this field.

Then,in 2.1.2,the focus shifts to previous Chinese research on Appraisal theory startingwith an exploration of its introduction into the country and subsequent theoreticaladvancements,followed by a review of its practical applications.

Classroom discourse refers to the speech generated in the classroom,including bothstudent discourse and teacher discourse,that is,the language used by students and teachers inthe classroom context.Teacher discourse,as part of classroom discourse,began to receiveattention in the 1970s.

Teacher discourse means the language used by teachers to guide,explain classroomactivities,check student understanding,and provide feedback on student.Domestic scholarsbelieve that teacher discourse is the language generated by teachers when organizing andimplementing classroom teaching,including both teacher and student discourse,with teacherdiscourse involving not only the use of the target language but also a certain degree of thenative language.Teacher discourse is also defined as the language used by teachers inteaching and educational activities,including introducing interests,organizing teaching,asking questions,providing information feedback,and communicating with students.

2.2 Previous Studies at Home and Abroad

There has been a surge in research on multi-modal discourse analysis both domesticallyand internationally.Scholars from various fields are exploring multi-modal discourse fromperspectives such as systemic functional linguistics and semiotics.The scope of research hasexpanded from focusing on single modes to analyzing multi-modal discourse and examiningthe relationships between modes.The objects of study have evolved from static to dynamicphenomena.Research methods have progressed from empirical description to rationalanalysis,expanding from qualitative research to a combination of qualitative and quantitative analysis,case studies,questionnaires,interviews,and corpus-based approaches.The researchperspectives have also developed from a single direction to a combination of multipleresearch perspectives.

2.2.1 Overview of Teachers’Classroom Discourse Research

In the 1980s,research on teacher discourse in the classroom became a focal point ofdiscourse analysis,with its significance determining that teachers should carefully considerclassroom language and improve their discourse skills.British scholar Jeremy Har本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。