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本文分析了三大评价子系统即态度、介入和级差在童话语篇中的具体特点。第二，找出三大评价子系统在童话语篇中的主要词汇语法实现方式。第三，借鉴了Hasan提出的语类结构潜势理论和Martin提出的纲要式结构理论，分析了童话的语类结构，并在此基础上研究评价资源是如何在语类结构中分布的。
Chapter 1 Introduction
1.1 General background of the research
It is now generally acknowledged that,in addition to communicating propositional content,writers or speakers employ language to express personal feelings,attitudes, value judgments,and assessments of people,entities and events in the world(Halliday 1994).Evaluation is a complicated linguistic topic and it generates great interest in linguists working in different fields.According to Thompson and Hunston(2000), evaluation has the following three functions:
(1)to express the writer’s or speaker’s opinion,and in doing so to reflect the value system of the person as well as their community;
(2)to construct and maintain relations,namely,relations between the speaker or writer and hearer or reader;
(3)to structure or organize the discourse.
Because of the importance of evaluation,it should be considered as a topic worthy of study,and this thesis is to explore the construction of evaluative stance in English fairy tales.Martin and White(2005)adopted the term ‘stance’ repeatedly to refer to the writer’s or speaker’s attitude towards the value positions being referenced by the text. Since the thesis is concerned with probing into the evaluative resources strategically employed by the writer,the term‘stance’is adopted for the present study.
As one of the most important genres in children’s literature,fairy tale has aroused great attention from many scholars.Although fairy tale has been studied from different perspectives in recent years,few linguists have researched the interpersonal function of fairy tale from the evaluative perspective.
Andersen’s tales are indisputable classics all over the world.As the legacy of human-beings in the literary sphere,it is passed on from generation to generation and spread beyond the boundary to any corner of the world.They are even the must in children’s reading list.Therefore,Andersen’s fairy tales are selected as data of the present study.

Bibliography
[1]Avery,G.(2002).Written for Children:Two Eighteenth-Century English Fairy Tales. Michigan:Marvels&Tales:Journal of Fairy-Tale Studies.
[2]Bakhtin,M.(1981).The Dialogical imagination.Austin:University of Texas Press.
[3]Bettelheim,B.(1977).The Uses of Enchantment:the Meaning and Interpretation of Fairy Tales. https://www.51lunwen.org/reading/ New York:Random House Inc.
[4]Biber,D.(2006).Stance in spoken and written university registers.Journal of English for Academic Purposes,5(2):97-116.
[5]Biber,D.&E.Finnegan.(1988).Adverbial stance types in English.Discourse Processes,11(1):1-34.
[6]Biber,D.,Johansson,S.,Leech,G.,Conrad,S.&Finnegan,E.(1999).Longman grammar of spoken and written English.London:Longman.
[7]Brown,P.&S.Levinson.(1987).Politeness:Some Universals of Language Use. Cambridge:Cambridge University Press.
[8]Coffin,C.(2002).The Voices of History:theorizing the interpersonal semantics of historical discourses,Text,22:503-530.

中文摘要 3-4
Abstract 4-5
List of Tables 9-10
List of Figures 10-11
Chapter 1 Introduction 11-17
    1.1 General background of the research 11-12
    1.2 Purpose and significance of the research 12-13
    1.3 Methodology of the research 13-15
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