The Discourse Process Of Identity Construction In Chinese Textbook

"Identity" is a dynamic practice activity that exists in the course of discourse practice,is gradually constructed by corresponding discourse methods,and can be constantly adjusted.For Chinese learners who have never been to China,"China" may just be a vague,relatively fragmented and unrepresented concept.Therefore,it determines that their domestic Chinese courses are more comprehensive and systematic.The first window to understand China,the Chinese textbooks used undoubtedly enable them to visualize the concept of "China",psychologically portray the "other" of "China",and shape their minds about China’s identity is the most authoritative and direct material and the most important reference.Studies have shown that textbook utterance itself has a strong power to shape identity,and the practice of discourse in textbooks is the main way to shape identity.Therefore,the research goal of this article is to: reveal the specific discourse path of Chinese textbooks shaping learners’ identification with "China";and try to explore the result of identification guided by such discourse path.As an important country along the “Belt and Road”,Belarus(in which the new Chinese name will be translated as “Belarus”)has become one of China’s most important strategic partners.The increasing economic and trade exchanges between the two countries and the various parties have made the country’s demand for Chinese language education gradually increasing,which has also promoted the gradual systemization and standardization of Chinese language teaching in the country.Along with this,a Chinese textbook developed and published by Chinese teachers in the country,which is more suitable for the national conditions and more in line with the ideology and cultural habits of the learners in the country,is derived.However,because such Chinese textbooks are independently compiled and published by the user country,their editors are influenced by the cultural differences between their home countries and China and the social power groups they are in.Among them,the description of China and the attitude towards China revealed by China are relatively relative to China The Chinese textbooks written may be more one-sided and subjective,which will certainly affect the identification and shaping of "China" in the minds of its learners.Therefore,to carry out an identification study on the Chinese textbooks independently written by the country,and to reveal the discourse path and identification results of the textbooks that shape the learners’ identification,helps us to clarify the specific concept of "China" in the minds of the learners in that country Delineate and identify the construction in order to grasp the image of oneself in his mind more accurately in the following communication.Therefore,based on the two theoretical foundations of language and emotion theory and discourse and identity process theory,this article uses the research methods of "quantitative" analysis and "qualitative" analysis to analyze the Belarusian Chinese textbook <Hanyu> shaped its audience to explore the discourse path and recognition achievements of “China”.In the "quantitative" analysis,based on language and emotion theory,this paper selects the different levels of the image of "Chinese" in "Chinese" that clearly includes "China"(for example: politics,economy,geography,humanities,etc.))The texts to be described or evaluated,through the text sentiment polarity analysis method,calculate the corresponding sentiment value of each text,which is used as the basis of the sentiment attitude towards "China" constructed by the discourse of "Chinese".The results of the study indicate that the main emotional orientation of the element of "China" embodied in the entire set of "Chinese" textbooks through discourse is positive.Therefore,it can be seen that the textbook learners intended to be guided by the textbook editor are also positive on the macro level of psychological attitude and emotional cognition of the "other" of "China".As for a learner with a blank paper,the discourse emotional tendencies presented in the textbook discourse can guide them to build a macro-recognition of China’s positive emotional attitude in their cognitive thinking system.In the "qualitative" analysis,this article is based on the four discourse processes of constructing identity proposed by American scholar Anna De Fina: indexability,local contextualization,relational processes: positioning and dialogue,category Change,from the perspective of discourse analysis,combined with specific linguistic level of discourse analysis methods,such as: noun referential analysis in semantic triangle theory,modal analysis of interpersonal meaning of language in system function theory,intertextuality analysis,discourse The "participation framework" analysis and construction and cognitive analysis,etc.,reveal the textbook editors’ use of specific texts in the research object to construct the learner’s discourse path of identification with "China".At the same time,it presents an all-round identification construction of the research object for all levels of the image of "China",including "social representation","social relations","social ideology" and "intergroup relations".In the analysis of the discourse process of "indexability",we mainly draw on and develop the "noun referential analysis method" in the "semantic triangle theory" and the interpersonal function analysis method in the system function theory,from the perspective of discourse reference and discourse modality Starting from,the discourse path of the Chinese language textbook construction learner’s identification of China’s social representation and social relations is revealed;in the analysis of the "partially contextualized" discourse process,the intertextuality theoretical analysis method is used to explore The presentation of the local context by the textbook editor in the textbook through the presentation of "discourse role",revealing the discourse path in the Chinese textbook that shaped the learner’s identification of China’s interpersonal relationship;in the "relationship process" discourse In the analysis of the process,we borrowed and developed the theory of "discourse participation framework" put forward by Goffman,and from the perspective of "discourse responsibility transfer",the textbook of "Chinese" revealed the learner’s social ideology of China The discourse path of identification;in the analysis of the "categorization" discourse process,through reference Development: Discourse analysis methods such as "construction theory","discourse referential co-occurrence",and "unit context" reveal the relationship between the Chinese and Belarusian editors in "Chinese" The discourse path of the identity construction of the corresponding relationship.Through research,we find that the overall construction of "Chinese" in "Chinese" through its discourse is relatively comprehensive and objective,but there is still a relatively one-sided and relatively subjective construction of identity.For example,the construction of female roles in Chinese households still relies on the relatively old recognition of Chinese family relations,and the construction of Chinese family relations is "internal female,contract all housework,and male external,do not do housework" Traditional family relationship status.Another example: when constructing the intergroup relationship between Belarus and China,emphasize the distinction between Belarus and China without mentioning or even weakening the similarities between them.In summary,this dissertation describes and presents the specific discourse path of the Chinese learner ’s identification with the image of “China” through the discourse sentiment analysis method and specific linguistic analysis method.Concretization.In this process,Belarus’ s domestic identification of "China" at various levels was presented.