| Acknowledgement | 第7-8页 |
| 摘要 | 第8-10页 |
| Abstract | 第10-11页 |
| List of Abbreviations | 第17-18页 |
| Chapter 1 Introduction | 第18-22页 |
| 1.1 Background of the study | 第18-19页 |
| 1.2 Significance and purpose of the study | 第19-21页 |
| 1.3 Overview of the study | 第21-22页 |
| Chapter 2 Literature Review | 第22-61页 |
| 2.1 Appraisal Theory | 第22-29页 |
| 2.1.1 Definition of Appraisal Theory | 第22-24页 |
| 2.1.2 Framework of Appraisal Theory | 第24-29页 |
| 2.2 Teachers’ discourse | 第29-42页 |
| 2.2.1 Definition of Teachers’ discourse | 第29-32页 |
| 2.2.2 Theoretical basis of teachers’ discourse | 第32-35页 |
| 2.2.3 Main features of teachers’ discourse | 第35-37页 |
| 2.2.4 Main types of teachers’ discourse | 第37-41页 |
| 2.2.5 Influence factors on teachers’ discourse | 第41-42页 |
| 2.3 Research on Appraisal Theory and teachers’ discourse abroad and at home | 第42-52页 |
| 2.3.1 Research on Appraisal Theory abroad and at home | 第42-43页 |
| 2.3.2 Research on teachers’ discourse abroad and at home | 第43-47页 |
| 2.3.3 The relationship between Appraisal Theory and teachers’ discourse abroad and at home | 第47-52页 |
| 2.4 Teachers’ discourse in college English classroom for art majors | 第52-61页 |
| 2.4.1 The College English teaching and learning for art majors | 第52-56页 |
| 2.4.2 Characteristics of English classroom for art majors | 第56-58页 |
| 2.4.3 Relationship between teachers’ discourse and art majors’ English learning | 第58-61页 |
| Chapter 3 Research methodology | 第61-69页 |
| 3.1 Research questions | 第62页 |
| 3.2 Research design | 第62-69页 |
| 3.2.1 Participants | 第62-63页 |
| 3.2.2 Instruments | 第63-68页 |
| 3.2.3 Procedure and data collection | 第68-69页 |
| Chapter 4 Results and Discussion | 第69-88页 |
| 4.1 Analysis of questionnaire | 第69-70页 |
| 4.2 Analysis of observation | 第70-85页 |
| 4.2.1 Affection resources in teachers’ discourse | 第73-78页 |
| 4.2.2 Judgment resources in teachers’ discourse | 第78-82页 |
| 4.2.3 Appreciation resources in teachers’ discourse | 第82-85页 |
| 4.3 Analysis of interview | 第85-88页 |
| Chapter 5 Conclusion | 第88-95页 |
| 5.1 Main findings | 第88-90页 |
| 5.1.1 Impact on college English classroom for art majors | 第88-89页 |
| 5.1.2 Impact on teachers’ discourse under Appraisal Theory’s guidance | 第89页 |
| 5.1.3 Impact on the types of teachers’ discourse in art majors English learning | 第89-90页 |
| 5.2 Implications for college English teachers’ discourse analysis based on Appraisal Theory | 第90-92页 |
| 5.2.1 Implications for teachers’ positive appraisal cognition | 第90-91页 |
| 5.2.2 Implications for teachers’ feedback cognition | 第91页 |
| 5.2.3 Implications for teachers’ development cognition | 第91-92页 |
| 5.3 Limitations of the study | 第92页 |
| 5.4 Suggestions for the further research | 第92-95页 |
| Bibliography | 第95-101页 |
| Appendix 1 | 第101-103页 |
| Appendix 2 | 第103-104页 |
| Appendix 3 | 第104-107页 |
| Resume | 第107-108页 |
