教师身份构建--课堂提问遭遇沉默的会话分析

Interactional construction of teacher identity:When teacher questions are met with silence

本研究运用会话分析的身份分析框架对两个师生课堂交流片段进行穷尽分析,以论证教师身份是师生在课堂交往中通过使用会话策略共同构建的。研究发现教师"专制身份"的构建与完全控制话轮、选择说话对象、打断和负面评价等策略运用有关,而教师"权威身份"的构建与部分控制话轮、学生自选发言和支持性评价等策略运用有关。研究最后为从微观角度深入探究教师身份提供了新的思路。

Adopting the analytical framework of conversation analysis, this study is intended to achieve two aims： firstly, to demonstrate that teacher identity is jointly constructed by the teacher and students through specific class- room interaction; secondly, to investigate how teacher identity is established through conversational strategies. The study reveals that authoritarian identity is associated with the teacher＇s total control of turn-taking rights, selecting the next speaker, interruption and negative feedback, while authoritative identity is associated with the teacher＇s partial control of turn-taking rights, supportive feedback and students＇ self-selection of speaking. Finally, it points out the directions for further research on teacher identity within the micro analysis paradigm.