A Study Of Normal University English Student Teachers' Attitudinal Identity Construction During The Practicum Period

In recent years,our country has issued a series of documents to promote the development of teachers.The Opinions on Strengthening the Educational Practice of Normal University issued by the Ministry of Education([2016] no.2)also pointed out that sufficient teaching practice courses should be set up in the training program,with educational probation,internship,and learning as the main modules to build a comprehensive content system of educational practice.The construction of English student teachers‘ identity plays a crucial role in the development of teacher field.Considerable achievements have been made in the field of teacher identity both at home and abroad,but these studies mainly focus on in-service teachers.The number of researches on student teachers is limited.The attitude of student teachers in teaching practice plays an important role in the construction and orientation of identity.This thesis adopts the appraisal theory of functional linguistics as the theoretical framework and uses qualitative and quantitative methods to research four English student teachers,combining discourse analysis with semi-structured interview to research the four student teachers.The major findings are as follows: 1)The distribution of attitudinal meaning is not balanced in student teachers‘ teaching journals,and happiness/unhappiness in affect resources,capacity in judgment resources,and reaction in appreciation resources account for the highest proportion in their respective systems;2)The frequency of judgment resources is the highest in appraisal system;3)In the process of identity construction,the four student teachers all pay attention to capacity of their own and students‘ responses in class,but the proportion of attitudinal meaning is different in teaching journals.4)Four student teachers take on different attitude resources to construct their own unique identities.This thesis tracks the student teachers‘ attitudinal identity construction during the practicum period and tests the applicability of the appraisal theory in discourse analysis.This study hopefully contributes to the future development of the teacher field and cultivation of students in colleges and universities.