近十年国内教师语用身份构建研究述评  

Review on Domestic Teacher Pragmatic Identity in Last Decade

作　　者：蔡燕兰[1] CAI Yan-lan(School of Foreign Languages,Nanchang Institute of Technology,Nanchang Jiangxi 330044,China)

机构地区：[1]南昌理工学院外国语学院,江西南昌330044

出　　处：《湖北开放职业学院学报》2025年第3期51-52,56,共3页Journal of Hubei Open Vocational College

基　　金：2023年江西省高校人文社会科学研究项目“‘立德树人’要求下大学英语教师语用身份构建及话语策略研究”(项目编号:YY23205)。

摘　　要：为了解教师语用身份构建的研究现状和发展趋势,笔者对中国知网近十年相关文献进行了研究分析。研究发现:国内教师语用身份的研究已取得了丰硕的成果,主要研究内容涉及教师的身份建构类型研究、话语构建策略研究和教师语用身份构建的理论框架研究。其研究对象主要集中在英语教师,尤其是大学英语教师的语用身份,虽然具有一定的代表性,但研究对象相对单一,未能反映教师语用研究的多样性。因此,未来关于此领域的研究需要拓宽思路,探索不同学科领域的教师语用身份,为研究的发展提供更广泛的理论支撑和实践指导。In order to understand the research status and development trend of teacher pragmatic identity,the author made a research analysis on the relevant literature in the past ten years in CNKI.The study found that the research on teacher pragmatic identity has achieved rich results in China,mainly involving the types of teacher identity construction,the strategies of discourse construction and the theoretical framework of teacher pragmatic identity construction.The research objects mainly focus on English teachers,especially the pragmatic identity of college English teachers.Although college English teachers have a certain representativeness,the research object is relatively limited,which fails to reflect the diversity of teacher pragmatic research.Therefore,the future research in this field needs to broaden the ways of research,explore the teacher pragmatic identity in different fields,and provide a wider range of theoretical support and practical guidance for the development of the construction of teacher pragmatic identity.

关 键 词：教师语用身份 语用学 研究述评 

分 类 号：G640[文化科学—高等教育学]