教师身份建构的会话分析——基于真实课堂语料的个案研究

A Conversational Analysis on the Construction of Teacher Identity—Based on a Case Study of Naturally Occurring Classroom Interaction

摘要: 本研究从会话分析视角考察真实高中英语课堂中的教师动态身份及其建构策略。研究以一节官方录制的高中英语课堂为语料，结合话轮转换框架、话语实践分类与教师身份分类建立编码方案，对两个代表性片段中的词汇选择、话轮设计和序列组织进行分析，并通过T单位统计和卡方拟合优度检验进行定量验证。结果表明，教师在互动中动态建构亲和型、权威型、专业型和同伴型四类身份。不同身份通过不同话语实践实现，其中权威型身份涉及的话语实践最多；亲和型身份出现频率最高(R = 33.0)，其后依次为权威型(R = −2.0)、专业型(R = −5.0)和同伴型(R = −26.0)。研究显示，教师身份随课堂序列和互动任务动态转换，话轮与序列组织是身份建构的重要互动资源。

Abstract: This study examines the dynamic construction of teacher identity and its construction strategies in a real senior high school English classroom from the perspective of conversation analysis. An officially recorded lesson is transcribed and coded by integrating a turn-taking framework, discursive practices, and a classification of teacher identities. Two representative extracts are analyzed in terms of lexical choice, turn design, and sequential organization, with T-unit counts and a Chi-square Goodness-of-Fit Test used for quantitative verification. The findings show that the teacher dynamically constructs four identities: approachable, authoritative, professional, and companionate. Different identities are realized through different discursive practices, with authoritative identity involving the widest range of practices. Approachable identity occurs most frequently (R = 33.0), followed by authoritative (R = −2.0), professional (R = −5.0), and companionate (R = −26.0) identities. The results indicate that teacher identity shifts with classroom sequences and interactional tasks, and that turn-taking and sequential organization constitute important resources for identity construction.