Teacher Identity Construction in Teacher-Student Classroom Interactions

Xinrui WU, Fang GUO


This study has been carried out using the qualitative method and conversation analysis approach to explore the discourse construction of the democratic and authoritarian status of English teachers in domestic high schools. Under the guidance of theoretical framework proposed by Chen Xingren (2013), two high school English classes from Teaching Video Network are analyzed in terms of question types, lexical characteristics, turn-takings and feedbacks. The results of this study show that in the classroom interactions,Teacher A builds up his democratic identity characteristics, while Teacher B turns up to behave authoritarian identity characteristics. This study analyzes two teachers’ conversational strategies in order to yield implications for teacher development as well as help them further understand the way of using conversational strategies to mobilize students’ initiative.


Classroom interaction; Conversation analysis; Conversation strategy; Teacher identity construction; English class of high school

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DOI: http://dx.doi.org/10.3968/11452


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