课堂话语既是教师组织课堂教学的重要工具，也是学生语言输入的主要来源。由于缺乏教学经验，新手教师课堂话语的人际意义可能与经验教师不同。前人较少从话语分析的角度对两类教师话语进行研究。

本文对中学英语新手教师话语和经验教师课堂话语的人际意义进行对比分析。以中学英语课堂上的教师话语为研究对象，本文收集并转录了实习期间新手教师的话语和省级优课中经验教师的话语作为语料。研究基于功能语法理论，通过统计数据和语篇实例，定量和定性分析相结合，得出两种类型的教师话语在语气、情态和态度系统上的差异。与新手教师相比，经验教师利用陈述语气给予学生更多反馈、鼓励、理解检查和寒暄交谈，从而更好地实现话语的人际功能；更频繁地使用祈使语气下达协商性指令，并充分利用特殊疑问语气进行提问。为确保学生的课堂主体地位，经验教师在情态方面更多使用低量值的情态和意态。经验教师还倾向于在话语中应用态度资源，表达方式也更为积极。分析证明，经验教师的话语更有利于树立教师权威，构建和谐的师生关系。

本文根据两类教师话语在人际意义上的差异，为新手教师改善课堂话语提供建议，帮助其从经验教师话语中得到启发，识别自身不足并改进教师话语，从而合理构建教师权威，发展良好的师生关系。该研究丰富了教师话语相关研究，是完善教师话语人际意义理论分析框架的一次尝试，为新时代新课标要求下英语教师的培养和发展提供借鉴。

Teacher talk is an important tool for teachers to organize their classroom teaching and also a main source of language input for students. Owing to lack of teaching experience, the interpersonal meaning of novice teachers' talk might be different from that of experienced teachers. Previous studies rarely conducted research on the two types of teacher talk in the domains of discourse analysis.

The thesis conducts a contrastive analysis of interpersonal meaning of teacher talk between novice teachers and experienced teachers in English classrooms. Taking teacher talk in middle school English classrooms as research subject, this thesis collects and transcribes novice teachers' talk during internships and experienced teachers' talk in provincial excellent course as corpus. Based on functional grammar theory, this thesis combines quantitative and qualitative analysis through statistical data and instances of discourse to obtain the differences of two types of teachers' talk in mood, modality and attitude systems. Compared with novice teachers, experienced teachers better utilize declarative mood to achieve interpersonal functions of giving feedback, encouragement, comprehension checks and phatic communion in discourse. They also use imperative mood more frequently to give negotiable instructions and make full use of WH-interrogative mood to questioning. In terms of modality, experienced teachers prefer to use low value modalization and modulation to ensure the subject status of students in class. Experienced teachers also incline to employ attitude resources in their teacher talk and express them in a more positive way. Analysis proves that, experienced teachers' talk is more conducive to establishing teacher authority and building harmonious teacher-student relationships. According to the differences of interpersonal meaning between the two types of teacher talk, the thesis provides suggestions for novice teachers to modify their teacher talk and thereby helps them construct rational teacher authority and develop good relationship between teachers and students.

This thesis helps novice teachers to identify their deficiencies and improve their teacher talk from inspirations of experienced teachers' talk. It enriches relevant research, applies a more comprehensive theoretical framework for analyzing interpersonal meaning of teacher talk, and provide some implications for the training and development of English teachers in the new era under the new curriculum requirements.