A study on English teachers'classroom interactional metadiscourse from the perspective of contingency
Teachers'classroom interactional metadiscourse is the mode of expressing speakers'standpoints and attitudes in the process of engaging classroom management.Previous studies primarily adopt a single perspective to investigate the usage features of it,but ignore the application about interacional metadis-course from contingency under the framework of sociocognition.Based on the existing model of teachers'interactional metadiscourse,this study takes secondary English teachers'metadiscourse in reading classes as appropriate resources for constructing corpus,and attempts to design an analytical framework by com-bining six criteria of contingency and interactional metadiscourse,which aims to reveal the inherent con-nections between them.Results show that teachers apply interactional metadiscourse to accomplish efficient classroom management and positive intersubjective interaction cycle,which relies on adjusting and negotiating the level of contingency,promoting information sharing and common ground construction in a conscious way.
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