英语教师语用身份的话语构建:一项个案研究

A case study of English teachers’ discursive construction of pragmatic identities

本研究采用陈新仁(2013)提出的"语用身份"这一概念和Wortham(2004)的社会定位理论,以高中英语教师Lucy(化名)为研究对象,通过课堂录音、课堂观察、半结构式访谈等研究工具收集关于该教师语用身份建构的相关质性数据。数据分析显示,Lucy构建了四种语用身份,分别是权威型、博学型、谦虚型以及友善型教师身份。本研究基于社会定位理论,首先阐释了这四种身份的话语构建过程,而后进一步对比分析构建这四种身份的言语差别。本研究揭示了英语教师的多重语用身份在社会学意义上的特征,同时启发高中英语教师培养对自己多重身份构建的主体意识,从而能在特定的教育情境中自觉使用课堂话语,有意识地建构适应于教学情境的某种或几种语用身份。本研究还为未来类似的研究提供了新的维度。

Based on Chen’s(2013) concept of pragmatic identity and Wortham’s(2004) social positioning theory, this study chose an English teacher Lucy(pseudonym) as the subject. The data were collected through recording, classroom observation and semi-structure interviews. Through classroom discourse analysis, this study discovered four types of pragmatic identities: authoritative teacher identity, knowledgeable teacher identity, modest teacher identity and amiable teacher identity. The construction of these four identities were explicated under the guidance of social positioning theory and comparison was made to further demonstrate differences among the four types of pragmatic identities. This study is likely to reveal an English teacher’s multiple identities which are prone to be quite meaningful sociologically. Meanwhile, this study can inspire English teachers to cultivate the awareness of constructing multiple identities by consciously choosing appropriate identity and discourse practices which are well suited to a given classroom context. This study also provides a new research perspective for future studies.