Abstract
Classroom discourse has been widely discussed for decades, while little attention has been paid to academic lectures. This study focuses on the interaction phase of an online lecture and investigates the occurrence of engagement markers as well as their interpersonal functions from the perspective of appraisal theory. The results show that both dialogic contraction and expansion occurred in the interaction phase. Enlightened by appraisal theory, it can be concluded that with engagement markers lecturers can establish authority and adjust negotiation space with their audience to disseminate academic knowledge.
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