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Female Teachers’ Identity Construction in English Classroom Discourse in CUEB
Pages: 48-53
Year: Issue:  2
Journal: Business Languages and Communication

Keyword:  identity constructionfemale English teachersadaptation theory;
Abstract: College English classroom teaching has always been the focus in both domestic and foreign research. In this field, teachers’ discourse, student learning and teacher-student interaction have so far been widely discussed. However, domestic and foreign researchers are mainly devoted to the study of the linguistic features of teachers’ discourse, while ignoring their social attributes. Therefore, the identity research in the field of education is not enough. This paper mainly studies the pragmatic identity types, pragmatic strategies and contextual adaptability of female English teachers in college classroom discourse. These teachers construct three different identities through various forms of linguistic and pragmatic strategies in teaching discourse: professional identity, personal identity and relational identity. This article analyses the constructive strategies of these three different identities and tries to explore the adaptation motive from pragmatic perspective. It finds out that identity construction of female English teachers is an adaptation to different contexts(institutional interactive context and psychological context). It is a pragmatic strategy of classroom communication.
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