Spoken Discourse and Appraisal in ELT: Exploring Interpersonal Meaning in Classroom Communication
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Abstract
This study explores the use of appraisal resources in spoken discourse within the English Language Teaching (ELT) classroom, particularly in the context of the Speaking course at Universitas PGRI Semarang. Grounded in the Appraisal Theory of Systemic Functional Linguistics (SFL), the research investigates how interpersonal meaning is constructed through evaluative language in teacher-student and student-student interactions. Employing a qualitative descriptive method, data were collected through classroom observations, audio recordings, and transcriptions of selected speaking sessions. The findings reveal that both teachers and students actively use appraisal resources especially affect, judgment, and appreciation to express emotions, evaluate behaviors, and articulate attitudes during classroom communication. Teachers predominantly employed judgment to assess students’ performance, while students used affect to express feelings about tasks and appreciation to comment on peer contributions. These appraisal patterns played a significant role in shaping interaction dynamics, classroom rapport, and students’ engagement. The study also highlights how spoken discourse in the ELT classroom is not merely a vehicle for language practice but a space where social relations, identity, and power are negotiated through language. This research underscores the pedagogical value of recognizing interpersonal meaning in classroom discourse and suggests the integration of discourse-based awareness in teacher training. It contributes to a deeper understanding of how language functions not only ideationally but also interpersonally in language education settings.
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