A Study Of College Novice English Teacher’s Identity Construction From The Perspective Of Interpersonal Pragmatics Theory

In recent years,more and more attention has been paid to the research on teacher identity,which has gradually become a hot topic in the research of teachers’ ontology.Although previous studies have focused on the importance of teacher identity research,they point out that teacher identity research is of great significance for the recognition and development of their future careers.However,it is still rare to study the teacher identity construction based on specific language use facts and from the perspective of dynamic management of interpersonal pragmatic relationships.Therefore,based on the theory of interpersonal pragmatics,the qualitative method was adopted through classroom observation and interview for 12 college novice English teachers(English teachers with working experience of 1-5years),trying to describe the basic structure and situation of English teacher identity construction.The findings show that firstly,college novice English teachers will construct different types of identities in the classroom according to their teaching content and teaching objectives.There are 3 types of identities which teachers typically construct.These are professional identity,personal identity,and relational identity.Secondly,it is found that these three types of identity are related to face management and sociality rights management of rapport management theory from the perspective of interpersonal pragmatics: when constructing professional identities,they preferred to apply face management;as constructing relational identities,they tend to use the sociality rights management;while constructing the personal identities,these two methods are both involved.The conclusions drawn above are not only conducive to the further study of teachers’ identity,to promoting self-identity of teachers,but also of some reference significance to improve the effectiveness of classroom teaching.