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Many researchers have shown their great concern over classroom discourse, which has been studied from various perspectives.CDA researchers regard education as a major area for reproduction of social relations, including representation and identity formation.As a form of discursive practice, teachers classroom discourse is one channel through which their identities are presented.Therefore, they have begun to study classroom discourse and the embedded power relations and identity.However, there is little relevant research on online classroom discourse.This study investigates the discursive construction of teacher identities and power relations between teacher and students embedded in online classroom from the perspective of critical discourse analysis.By examining the linguistic features of pronouns, mood and modality in a 20-minute teachers classroom discourse, we fred that the teacher positions himself differently and establishes different power relations with his students.The teacher is simultaneously constructed as authority as well as negotiator.The result of this study demonstrates that teachers identities and his/her power relations with students are complex, dynamic and contextualized, which provides some implications for classroom teaching practice.