Author(s)

Yang Xuetong ¹

Affiliation(s)

¹ School of English Studies, Xi'an International Studies University, Xi'an, China

Corresponding Author

Yang Xuetong

ABSTRACT

As the central role in the process of education, the construction of graduate teachers' pragmatic identity has an important influence on teaching practice, teacher development and students' learning effect. It plays an indispensable role in the analysis of teacher's daily teaching activities, as a teacher can construct different identity while facing different teaching goals. Therefore, this paper aims to explore the discursive construction of teachers' pragmatic identity in classroom teaching, including the identities of an authoritative teacher, a knowledgeable teacher, a modest and an amiable teacher. As a qualitative research, it adopted the method of case study to analyze different types of pragmatic identity constructed by a graduate teacher, Emma, in the teaching process of Xi'an International Studies University through classroom discourses, thus to help graduate students gain a better understanding of their teachers' teaching activities and try to alleviate the anxiety they experience during the learning process.

KEYWORDS

Pragmatic Identity, Graduate Teacher, Classroom Discourse

CITE THIS PAPER

Yang Xuetong, Discursive Construction of a Graduate Teacher's Pragmatic Identity at XISU. Lecture Notes on Language and Literature (2024) Vol. 7: 191-196. DOI: http://dx.doi.org/10.23977/langl.2024.070528.

REFERENCES

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