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Recognized as the world’s most widely used language,English is essential in thecountry’s foreign language teaching.With the continuous improvement of China’sstatus in the international community,the demand for English professionals in politics,economy,and culture has also increased.In China,English has been listed as one of thethree main subjects in primary and secondary schools,which means its importance isrecognized.English is listed as a critical discipline in university education and enteredprimary school classes.All of these show that it is necessary for students to masterEnglish well.For Chinese students,if there is no English-speaking environment in theirdaily life,systematic learning of English knowledge and competence in class will helpthem better master the language.So,for Chinese students,teacher talk plays the leadingrole in their English learning.

Teacher talk is crucial to both the organization of classroom teaching and students’language acquisition.Teacher talk not only carries teaching content but also serves as atool for teachers to organize the teaching process(Nunan,1991).Moreover,teachers arelikely to express their personal views and opinions on students’performance in thediscourse.So,the interpersonal meaning between teachers and students will naturallyemerge.And a good relationship between teachers and students has a positive effect onteachers’teaching and students’learning.

1.2 Research Purpose and Significance

Since appraisal theory was put forward,it has been applied to most of thediscourse fields.However,there is not much research on teacher talk from theperspective of the attitude system of appraisal theory for the exploration of theinterpersonal meaning between teachers and students.This study,involving 3 collegeEnglish teachers,examines 12 college English classes(6 lessons)based on the attitudesystem of appraisal theory to explore college English teacher talk.By transcribing andcoding teacher talk,and marking and counting teachers’attitudinal resources in thecorpus,this thesis aims to discover the types of attitudinal resources in college Englishteacher talk and the distribution characteristics of these attitudinal resources.Then thefunctions of these attitudinal resources are analyzed.Finally,how the interpersonalmeaning between teachers and students is established through these attitudinalresources is analyzed and discussed.The purpose of the study is to explore how collegeteachers use attitudinal resources in classroom discourse to improve teachingeffectiveness and thus promote language learning.

Theoretically,this study uses appraisal theory to analyse college English teachertalk and enriches the application of appraisal theory.Since the theory of appraisal wasfirst proposed,it has been widely applied to discourse analysis,such as news texts,literary works,periodicals and so on.This study applies the attitude system of appraisaltheory to the classroom discourse of college English teachers to explore the meaning ofinterpersonal relationships between teachers and students,which demonstrates thefeasibility of applying appraisal theory to the analysis of teacher talk.This is a furtherextension of the application of appraisal theory in the field of discourse ana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。