人际功能视域下高中英语优质阅读课堂教师话语的语气研究
Mood of Teachers’ Discourse in Fine-Quality Reading Classroom in High School English from the Perspective of Interpersonal Function

教师话语在教学中起着重要作用，其蕴含的人际意义能够反映出教师的角色身份、地位以及对事物的态度和判断等。本文以人际功能理论为依据，对6节高中英语优质阅读课的课堂话语进行了分析。经研究发现：教师倾向于使用疑问句和陈述句，两种句式的使用数量相当；倾向于借用疑问句加强与听众的互动交流，引导学习者积极融入课堂；倾向于转变教师角色，注重以学生为主体的理念；极少使用祈使句。研究表明，教师话语的不同选择将产生不同的人际意义，是影响师生互动关系和课堂氛围的关键因素，高质量的教师课堂话语有助于构建平等和谐的师生关系，营造良好的学习氛围，促进课堂互动效果。
Teacher’s discourse plays an important role in teaching, and its interpersonal significance can reflect the role, status, attitude, and judgment of teachers towards things. Based on the theory of interpersonal function, this paper analyzed the classroom discourse of six high school English high-quality reading classes. Through the research and analysis, the following conclusions are drawn: high school English reading teachers tend to use interrogative sentences and declarative sentences, and the number of use of the two sentence patterns is relatively equal. They tend to use interrogatives to strengthen interaction with the audience and guide learners to actively integrate into the classroom. They tend to change the role of the teacher, focusing on the concept of the student as the main body. And they rarely use imperative sentences. This study demonstrates that different choices of teachers’ discourse will produce different interpersonal meanings, which is a key factor affecting teacher-student interaction and classroom atmosphere. High-quality teachers’ classroom discourse helps to build equal and harmonious teacher-student relationships, create a good learning atmosphere, and promote classroom interaction effects.