论文答辩中教师话语身份特征研究--一场英文硕士论文答辩的个案分析

An exploration of teachers' discourse identities in masters' thesis defense

本研究在建构主义身份理论框架下，运用Zimmerman（1998）提出的“话语身份（discourse identity）”概念，通过对答辩教师英语言语的情态及人际意义建构的分析，探究了硕士论文答辩话语中教师话语的身份现象。研究表明在论文答辩中教师运用不同的英语表达方式建构出了多种话语身份特征。这些话语身份在言语互动过程中不断流动、变化。作为外语教学者和使用者，答辩教师认识到多元、流动的话语身份的存在及其对答辩的潜在影响，有意识地运用语言避免某些身份特征对答辩的消极影响，这对于最大化地实现论文答辩的教育目的有重要意义，也对如何选派答辩教师有一定的启发作用。

Under the framework of constructive theory of identity， the paper explores teachers' discourse identity， a concept proposed by Zimmerman (1998)， in masters' thesis defence by means of analyzing modality used in their utterances and how personal relationship is constructed. The examination shows that teachers shape multiple discourse identities through different language uses. Those discourse identities are multiple， fluid and changeable. As foreign language teachers and users， teachers in thesis defence situations realize the existence of discourse identities and their impact on students' defence performance so as to attentively avoid some negative effects. Moreover， the findings may bring about some considerations about how to assign teachers for thesis defences.