Knowledge Construction Of English Narrative Teaching In Senior High Schools: From The Perspective Of Evaluative Gravity

The fact that continuation writing in English subjects mainly consists of narrative brings new challenges to the teaching of this genre.Throughout recent years,the research on high school English narrative text has mainly focused on the teaching mode of narrative text,but rarely focused on the knowledge construction of teachers’ talk in narrative teaching.Based on appraisal theory and evaluative gravity from the Systemic Functional Linguistics,this thesis employs UAM Corpus Tool(Version 2.8.12)and adopts qualitative and quantitative methods to analyze the attitudinal resources,evaluative gravity and the knowledge construction features of narrative teaching.The data is 30teachers’ talks(56550 characters)collected and transcribed from high-quality narrative teaching videos.For better analysis,this paper divides the while-reading part of narrative teaching into three stages: Orientation,Record,and Reorientation.The significant findings of this research can be concluded as follows.At first,through statistical analysis,the inclination resources of Affect are frequently employed in the stage of Orientation teaching.Moreover,it is noted that the evaluative gravity is the strongest in this stage,since there is the least frequency of generalization and observation discourse semantic units,while the personal narration occurs more.This is mainly because in this stage,teachers tend to present more Affect resources to introduce the general content of this lesson,rather than covering the specific details and themes of the teaching materials.In addition,in the stage of Record teaching,the capacity and propriety resources of Judgement reach the large proportion.In addition,the larger frequency of generalization and observation discourse semantic unit,which are close to the core content,indicating that the evaluative gravity here is lighter since this stage functions to explain characters’ personalities and evaluate their behaviors in the teaching materials.Finally,in the stage of Reorientation teaching,the capacity and propriety of Judgement resources,as well as the reaction and value of Appreciation resources,account for a large proportion,indicating that teachers have a good command of building up students’ sense of values through advocating the good personalities of the characters in the teaching materials.As for evaluative gravity,the frequency of personal narration discourse semantic units still occupies a large proportion,while the share of observation and generalization discourse semantic units is larger than the Orientation stage.Hence,the evaluative gravity here is lighter than that in the Orientation stage since this stage mainly echoes the theme of the text.Theoretically,the present study is conducive to enriching and expanding the pertinent research and can provide references for related studies.Practically,the present study provides a new perspective for the narrative teaching.