| In English teaching,teachers make requests or give instructions to students through the use of classroom instructions,the purpose of which is to assist teaching and help students master the knowledge they have learned more efficiently.Classroom instructions can not only promote the effective development of the whole English teaching,but also shorten the distance between teachers and students,and has an important interpersonal metafunction.This thesis selects the teaching videos of six English teachers in the11th National Senior High School English Quality Class Contest as the research object.After repeated observation of the teaching videos,the researcher transcribed the teaching videos of the six English teachers into text materials,selected a total of 918 classroom instructions,and classified these 918 classroom instructions according to the research questions of this thesis,and established a closed corpus.This thesis takes interpersonal metafunction as the theoretical basis,and reveals the realization method of interpersonal metafunction when using English classroom instructions in senior high school English classrooms;analyzes and summarizes the features of English classroom instructions when realizing interpersonal metafunctions;finds out effective strategies for using classroom instructions to convey interpersonal metafunctions.This thesis adopted the methods of literature research,corpus analysis,and discourse analysis to conduct quantitative statistics and qualitative analysis of the corpus under the guidance of interpersonal metafunction theory.Through the analysis of the mood,modality and person system,the researcher discusses the realization method of the interpersonal metafunction in English classroom instructions,and combines the interpersonal metafunction with the specific instruction.The interpersonal metafunction of English classroom instructions is mainly realized through the use of mood,modality and person system by teachers.The specific research results are as follows:First of all,the mood of classroom instructions includes declarative,interrogative and imperative.In actual communication,it is mainly realized by three grammatical structures:declarative clause,interrogative clause and imperative clause.Teachers use declarative classroom instructions to express different teaching purposes.In English classroom instructions,declarative sentences including incomplete declarative sentences and phrases are mostly used,followed by interrogative sentences,and imperative sentences are least used.Declarative classroom instructions are mainly used to convey teaching information,express teachers’emotions,help students clarify teacher’s instructions,enhance communication between teachers and students,and bring teachers and students closer.Interrogative classroom instructions can effectively help students master new knowledge,draw students’attention and stimulate students’curiosity.Imperative classroom instructions facilitate teachers to establish an authoritative image and ensure the completion of instructions.Teachers should select the corresponding mood type according to different teaching purposes.Second,in terms of modal systems,low value modal verbs are often used euphemistically.Teachers use modal verbs of different magnitudes to give classroom instructions,to express their own positions and attitudes,and to freely adjust their interpersonal relationships with students according to the importance of the content.The use of low value modal verbs in English classroom instructions helps to create a polite and relaxing teaching atmosphere,so that students will feel relaxed and cared about in teaching.The median value modal verbs in English classroom instructions not only help to express the urgency and importance of teachers’classroom instructions,but also take care of students’emotions when receiving instructions.The high value modal verbs in English classroom instructions reveal the authority of teachers’classroom instructions,help to convey important instructions to students,and make students feel the necessity and urgency of implementing instructions.It is beneficial to establish a majestic image of teachers in front of students and make students respect teachers more.Finally,in terms of person system,English teachers mostly use the second person and the first person in classroom instructions.Using different personal pronouns to convey instructions will have different effects:using the first person pronoun will help to shorten the distance between teachers and students and reduce strangeness;using the second person pronoun will help the implementation of teachers’instructions.The use of the third person pronoun can help students understand classroom teaching and teachers’teaching intentions,thereby promoting communication between teachers and students.The research results of this thesis show that the interpersonal metafunction of English teachers’classroom instructions is realized through the mood,modal verbs and personal pronouns used in the classroom instructions.English teachers use various mood,including declaratives,interrogatives and imperatives;modal verbs of different values and personal pronouns,to issue classroom instructions,which can effectively promote teaching,establish and maintain good interpersonal relationships with students. |
