A Comparative Study Of The Construction Of Pragmatic Identity Between Pre-service Chinese Teachers And In-service Chinese Teachers

In recent years,the research on teacher identity has received more and more attention,and has become a hot topic in teacher ontology research.Many scholars study it by observing classroom teaching activities,investigating the process of constructing different teachers’ identities,and then analyzing the influence of teachers’ pragmatic identities on teaching effects.However,in previous related studies,most of the research objects were local English teachers,and relatively few studies focused on Chinese language teachers,and most of them were on-the-job teachers in schools.The research on pre-service teachers needs to be in-depth.The research on the pragmatic identity of pre-service Chinese teachers needs to be supplemented urgently.Therefore,this article will examine the discourse of pre-service Chinese teachers and in-service Chinese teachers in classroom teaching in foreign Chinese classrooms,and compare and analyze the construction characteristics of the pragmatic identity of the two in teaching activities.On this basis,further explore the pre-service Chinese teachers.Chinese teachers have problems in classroom teaching and put forward teaching suggestions.The main content of this article is as follows:The introduction explains the background and significance of the topic,introduces the theoretical basis of the application,defines the relevant concepts involved in the article,and reviews the research on identity at home and abroad.The first chapter is the research design part,which introduces the research questions,research objects,methods and research process of this article.Chapter Two summarizes the types of teachers’ pragmatic identities by analyzing the classroom discourse of pre-service teachers and according to different discourse strategies of teachers.Chapter Three summarizes the types of pragmatic identities of in-service Chinese teachers in the same way.Chapter Four compares and analyzes the characteristics of the two types of teacher’s identity construction,discussing the commonalities and differences from two perspectives: the construction characteristics of pragmatic identity types and the use characteristics of discourse strategies.The study found that there are differences in the use of explanatory and instructional speech acts,and there are similarities in the use of expressive speech acts.Compared with in-service Chinese teachers,pre-service teachers are more inclined to construct authoritative identities in classroom teaching.The fifth chapter is the questions and suggestions of the thesis.Through corpus analysis,it summarizes the problems of pre-service Chinese teachers in teaching content arrangement,questioning format and issuing instructions,and gives corresponding suggestions accordingly.The last is the conclusion of the thesis.Summarize the research content and conclusions of this article,reflect on the deficiencies in the research,and make suggestions for future studies on the pragmatic identity of teachers of Chinese as a foreign language,in order to promote the development of Chinese as a foreign language classroom.