A Study Of The Influence Of Teachers’ Interpersonal Identity Construction Upon The Relationship Between Teachers And Students

In recent years,more and more attention has been paid to the construction of teacher identity.Experts and scholars studied the construction of teacher’s identity from different perspectives,and they got a lot of achievement.In recent years,although interpersonal pragmatics received more and more attention,few scholars have used interpersonal pragmatics to study the construction of teacher identity.This study made a careful analysis of the identity constructed by college English teachers in the classroom by using interpersonal pragmatics.Then,we analyzed the identity constructed by teachers by the rapport management model in interpersonal pragmatics,in order to find out what influence the identity constructed by teachers in the classroom have on the relationship between teachers and students.To be specific,this thesis includes the following questions:(1)What identity do teachers construct from the pragmatic identity theory?(2)What is the influence of teacher identities on the relationship between teachers and students?In this thesis,classroom observation,questionnaire survey and interview were used to study the construction of teacher identity.The thesis collected the discourses of teachers and students in class by observing teachers’ teaching process.The thesis adopted the methods of questionnaire survey and interview to study the interpersonal effect of teachers’ construction of different identities on the teacher-student relationship and the reasons of these different interpersonal effect.Through the research,we could draw the following conclusions.First of all,teachers constructed the following four identities: authoritative identities,amiable identities,polite identities and assistant identities in class.Secondly,teachers adopted different rapport orientations when constructing different identities.When teachers constructed above identities,they adopted rapport challenge orientation,rapport enhancement orientation,rapport maintenance orientation and rapport neglect orientation respectively.Moreover,the enhancement rapport orientation,rapport maintenance orientation and rapport neglect orientation adopted by teachers were beneficial to the maintenance of the relationship between teachers and students,while the rapport challenge orientation was not conducive to the maintenance of the relationship between teachers and students.