元话语指“关于话语的话语”，其中互动元话语体现交际者对话语的态度，引导受众参与到对话中来。元话语的研究多集中在书面语篇中，少量对于课堂话语的研究仅针对大学课堂，对高中课堂较少涉及。此外，课堂导入作为课堂教学第一个环节，具有引入课堂主题，激发学生兴趣等作用，具有高度互动性，而新手教师对于导入阶段元话语的认识仍有不足。

    本研究收集8位专家型教师和8位新手型教师的课堂教学录像作为研究对象，对课堂导入阶段教师话语进行转录并分别建立小型语料库。参照海兰（Hyland, 2005）提出的人际关系模型对于互动元话语的分类，借助AntConc 4.2.2对数据库互动元话语进行检索和分类。本研究采用质性与量化结合的研究方法，以专家型教师和新手型教师访谈为辅助，系统分析了两类教师互动元话语使用的分布和功能异同。主要研究结果分为以下两个方面：

    首先，研究发现专家型教师和新手型教师使用互动式元话语的总数量差异不大。针对五个子类别，专家型教师倾向于使用模糊语和加强词，新手型教师则更多使用读者介入标记语，占互动元话语总数的57.05%。其次，针对互动元话语使用功能，总体来说专家型教师在导入阶段体现更强的互动性，语气更加平和，元话语词汇量储备更加丰富，体现一定程度的教学机智；而新手型教师则较少与学生互动，倾向于给出指令，完成导入环节任务。专家型教师在以下三个方面体现优势：（1） 保证对话双方相互理解，及时追问。（2） 模糊观点，给予学生思考空间。（3） 缓和课堂指令语气，建立融洽沟通氛围。但是新手型教师更擅长与学生建立亲密联系，如使用介入标记we等。

    综上所述，本研究通过对比专家型教师和新手型教师在课堂导入阶段互动元话语使用的分布及功能差异，有助于教师进一步认识元话语在课堂教学中的作用，为新手型教师提供导入阶段互动元话语使用的思路，缓解新手型教师的课堂紧张情绪，帮助其完成课堂教学第一个环节，对高中英语课堂导入教学提供可行建议。

    Metadiscourse is considered to be “discourse about discourse”, in which interactive metadiscourse reflects the speakers’ attitude towards discourse and guides the audience to participate in the dialogue. Metadiscourse research is mostly concentrated in written rather than spoken academic discourse. In addition, the majority of research concerning EFL teaching classroom discourse focuses on the college level, with a notable lack of studies carried in the high school context. Furthermore, classroom lead-ins, the first part of classroom teaching, has the function of introducing classroom topics and stimulating students’ interest, which is highly interactive, while the research of stage is still insufficient.  

    This study collected the classroom teaching videos of 8 expert teachers and 8 novice teachers as the research object, transcribed teachers’ discourse in classroom lead-ins and established small database respectively. Referring to the interpersonal model proposed by Hyland (2005) for the classification of interactive metadiscourse, AntConc 4.2.2 is used to retrieve and identify the interactional metadiscourse. This study adopts a combination of qualitative and quantitative research methods, assisted by interviews with expert teachers and novice teachers, and systematically analyzes the distribution and functional similarities and differences of the two types of teachers’ interactional metadiscourse use. The main research results are divided into the following two aspects:

    First, through data analysis, it is found that the total number of interactional metadiscourse used by expert teachers and novice teachers was not significantly different. In terms of the five subcategories, it is observed that expert teachers frequently employ hedges and boosters, whereas novice teachers tend to rely more heavily on engagement markers, occupying 57.05% of the overall interactional metadiscourse markers. Secondly, concerning the function of interactive metadiscourse, expert teachers typically exhibit superior interactivity, a more extensive vocabulary of metadiscourse, and a certain level of teaching wits during the classroom lead-ins. However, novice teachers tend to give instructions and complete the task of introduction successfully rather than interact with students. Expert teachers have advantages in the following three aspects: (1) Guarantee comprehensive communication between teachers and students. (2) Withhold opinions to leave space for student thinking. (3) Adjust the tone of classroom instructions to be more conciliatory. However, novice teachers exhibit much advantage in fostering closeness with students through the employment of engagement markers such as we.

    To sum up, this study aims to assist teachers to further understand the significance of interactional metadiscourse in classroom teaching by comparing the distribution and functional difference in the use of interactional metadiscourse between expert teachers and novice teachers during classroom lead-ins. It also provides novice teachers with ideas for the use of interactional metadiscourse in the classroom lead-ins, alleviates novice teachers’ classroom tension, helps them complete the first link of classroom teaching, and provides feasible suggestions for high school English classroom lead-ins teaching.