A Study Of English Teachers’ Metadiscourse In Junior Middle School Microlecture

Teacher talk is the main input form of English classroom teaching,and metadiscourse is the main medium of teacher talk.In order to find the regularity of teachers’ use of metadiscourse,its metadiscourse need to be analyzed.At the same time,micro lecture came into being as entering the micro era.Micro lecture makes full use of many strengths of “micro era” and becomes a new means of educational informatization by improving the quality of English teaching.Therefore,in order to better promote the construction of micro lecture,the use of English teachers in junior middle school micro lecture is worth exploring.Based on Hyland’s metadiscourse interpersonal model,this study builds a corpus to analyze the use and general characteristics of teachers’ metadiscourse in micro lecture.Among them,the corpus comes from 20 courses of domestic junior middle school micro lecture platform,covering grammar,reading,writing and other aspects.The corpus is collected from 20 junior middle school English teachers in the platform.Antconc 3.5.7(2018)and chi square are used to retrieve and analyze the frequency of metadiscourse.This paper mainly studies two problems: the use and characteristics of teacher’s meta discourse in junior middle school micro lecture;and discusses the function of its metadiscourse,so as to try to combine the metadiscourse with teacher’s discourse in micro lecture to achieve the goal of promoting students’ own growth and teachers’ professional development.Research shows that:(1)Metadiscourse is common in junior middle school English micro lecture teachers’ discourse.Metadiscourse has in total 1501 occurrences,with 124.26 per thousand words.The frequency of interactional metadiscourse(67.47,54.30%)is higher than that of interactive metadiscourse(56.79,45.70%).Among them,engagement markers are the most frequently used,followed by transition markers,frame markers,code annotating,self mentions,attitude markers,boosters,hedges,endophric markers and evidentials markers.From the statistical results,compared with the traditional classroom,the frequency of metadiscourse in micro lecture is greatly reduced,especially the use of self mentions,but the frequency of transition markers and frame markers is greatly increased,which shows that teachers mainly use logical markers to help students quickly grasp the key points in micro class.This study can arouse people’s attention to junior middle school English micro lecture,and strengthen teachers’ use of meta discourse in micro lecture.(2)Through the analysis of the corpus,the main functions of metadiscourse in micro lecture are textual function and interpersonal function.The former makes the teacher’s teaching coherent and logical,so as to achieve successful communication;the latter promotes communication,thus invokes resonance between teachers and students.