Abstract

 

This dissertation is based on the studies of linguistic theory and integrates many current research results of identity construction, analyzes the influence of teachers’ management language on identity construction from the perspectives of linguistics, psychology and pedagogy, and reveals the general advantage of management language usage to identity construction. There are some differences in the influence of different types of management language on students in practical primary English classroom. The use of management language can give students’ an attention signal and affect their interest in learning. When it is necessary for the class, it can remind and adjust the students’ state in time. Teachers’ recognition of their own identity and students’ identification with teachers are closely related to classroom management language.

Key words : Primary English; management language; identity; classroom management

 

Contents

中文摘要

Abstract

1. Introduction 1

1.1 Need for the study 1

1.2 Purpose of the study 1

1.3 Significance of the study 2

2. Literature Review 2

2.1 Definition of identity 2

2.2 Studies on teachers’ identity construction 3

2.3 Studies on teachers’ discourse in classroom management 3

2.4 Summary 5

3. Methodology 5

3.1 Research questions 5

3.2 Data collection and analysis 7

4. Results and Discussion 8

4.1 Types of teachers’ identities 8

4.2 Distributions of teachers’ identities 9

4.3 Factors underlying teacher’s identity construction 10

5. Conclusion 10

5.1 Major findings 10

5.2 Implications 10

5.3 Limitations 11

References 12