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the System of Modality.........27-28
        3.2.4 The System of Theme and the System of Cohesion......... 28-32
    3.3 Register......... 32
    3.4 Grammatical Metaphor......... 32-35
Chapter Four Functional Analysis of Teacher Questioning .........35-54
    4.1 The Ideational Analysis of Teacher Questioning .........35-43
        4.1.1 The Analysis of Transitivity .........35-38
        4.1.2 The Analysis of Logico-semantic Relations.........38-41
        4.1.3 Summary......... 41-43
    4.2 The Interpersonal Analysis of Teacher.........43-50
        4.2.1 The Analysis of Mood Metaphor......... 45-46
        4.2.2 The Analysis of Modality Metapho......... 46-47
        4.2.3 Choosing Interactant/you as Subject......... 47-48
        4.2.4 Summary .........48-50
    4.3 The Textual Analysis of Teacher.........50-54
        4.3.1 The Analysis of Cohesion .........50-51
        4.3.2 The Analysis of Theme .........51-52
        4.3.3 Summary......... 52-54
Chapter Five Conclusion.........54-56
    5.1 Major Findings......... 54-55
    5.2 Implications of the Study......... 55
5.3 Limitations and Suggestions for Further Study .........55-56

Conclusion

This thesis has made a functional analysis of the excellent English teacher questioningdiscourse and discovered some grammatical structures that are apparent in her questioningdiscourse. According to their functions in the meaning negotiation in the context of classroom,these grammatical structures are named ideational, interpersonal and textual strategiesrespectively.The ideational strategies include two parts: transitivity strategies and the logico-semanticstrategies. The former refers to the use of mental and material process in the teacher questioningdiscourse. These two processes enable the teacher to have a clear idea of whether the studentsunderstand the teaching contents or directions or not. It is helpful for the teacher to organize hernext teaching activities. The latter one refers to the use of expansion (especially the elaboration)and projection (especially the projection of idea) in the teacher questioning discourse. By meansof these strategies, teacher questioning discourse is expressed in a way which makes clear itsrelationship to prior text, and which signals to students which part of the text is more/lessimportant to an understanding of the overall text. Students can easily interpret the teacher’spriorities and directions.
Secondly, mood metaphor, modality metaphor and using interactant as Subject are allincluded into interpersonal strategies. The methods mentioned above lead to the change ofwordings of teacher questioning discourse. And the change of wordings results in the change ofrelationship between teacher and student. So the relationship between teacher and student getsto 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。