课堂话语是教学过程中不可或缺的一部分，也是塑造学生理解、促进学生课堂参与、 营造积极学习环境的重要手段。本研究以 SETT (Self-evaluation of Teacher Talk) 教师话语 自评课堂话语分析框架为基础，探讨了中学英语教师与学生课堂话语的互动特征。本研究采用定性与定量相结合的方法，分别对三位经验型教师和三位实习教师的课堂话语进行转录和编码。研究发现，经验型教师和实习教师都可以根据自己的教学目标融入互动模式，几乎所有的教师都在一节课的开头和结尾使用管理模式。然而，经验型教师可以用充分的时间应用课堂情境模式，从而为学生提供充足的互动空间，而学生教师则表现出课堂情境模式应用不足。此外，经验型教师和实习教师通常采用内容反馈、教师回答、展示性问题和脚手架。然而，经验型教师在课堂上能更灵活地使用更多类型的互动特征，使用互动特征的频率也更高。

Classroom discourse is an indispensable part of the teaching process, which can shape students' understanding, promote their participation in class, and foster a positive learning environment. This study, based on the SETT (Self-evaluation of Teacher Talk) framework for classroom discourse analysis, explores the interactional features of classroom discourse between experienced and student English teachers in secondary schools. This study adopts qualitative and quantitative analysis by transcribing and coding the classroom discourse of three experienced teachers and three student teachers respectively. The findings show that all experienced teachers and student teachers can integrate certain modes according to their teaching objectives, with nearly all teachers using the managerial mode at the beginning and end of class. However, experienced teachers can apply classroom context mode with sufficient time, thus giving learners ample space for interaction, whereas student teachers demonstrate inadequate application of classroom context mode. Additionally, both experienced teachers and student teachers commonly employ content feedback, teacher responses, display questions, and scaffolding. Nevertheless, experienced teachers show greater flexibility in utilizing interactional features with more types and higher frequency in their classrooms.