声明
摘要
Abstract
Contents
Chapter One Introduction
1.1 Research Background
1.2 Purpose and Significance of the Study
1.3 Outline of the Study
Chapter Two Literature Review
2.1 Identity Studies
2.1.1 The Notion of Identity
2.2.2 Teacher Identity
2.2 Discourse Analysis
2.2.1 The Development of Discourse Analysis
2.3 Classroom Discourse Analysis
2.3.1 The Features of Classroom Discourse
2.3.2 Classroom Language Research
2.4 Construction of Teacher Identity in Discourse
2.5 Summary
Chapter Three Research Methodology
3.1 Research Questions
3.2 Research Design
3.2.1 Subjects
3.2.2 Research Instruments
3.2.3 Research Materials
3.2.4 Research Procedures
3.2.5 Data Collection
3.2.6 Data Analysis
3.3 Summary
Chapter Four Results and Analysis
4.1 Teachers’ Authoritarian Identity
4.1.1 Total Control of Turn-taking
4.1.2 Negative and Skeptical Attitude Markers
4.1.3 Low Degree of Politeness
4.1.4 Using Boosters with Low Frequency
4.1.5 Teachers’ Utterance as a Dominant Using IRF Structure
4.1.6 The Agentive ‘‘I’’
4.1.7 Using Hedges with High Frequency
4.1.8 High Modality
4.2 Teachers’ Authoritative Identity
4.2.1 Partial Control of Turn-taking Right
4.2.2 Positive Attitude Markers
4.2.3 High Degree of Politeness
4.2.4 Using Boosters with High Frequency
4.2.5 Using IRF Structure Flexibly
4.2.6 The pronoun “I’’
4.2.7 Using Hedges with Low Frequency
4.2.8 Low Modality and Subjective Modality
4.3 Summary
Conclusion
Research Findings
Implications of the Study
Limitations of the Present Study
Suggestions for Future Research
References
Appendix A 详细中文摘要 话语分析视角下的中学英语新教师身份构建
Acknowledgements