Deviational Pragmatic Identity of Chinese College EFL Teachers in 'Shuoke' Contests
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| Title: | Deviational Pragmatic Identity of Chinese College EFL Teachers in 'Shuoke' Contests |
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| Language: | English |
| Authors: | Yunlong Qiu (ORCID |
| Source: | SAGE Open. 2025 15(4). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Language Teachers, English for Special Purposes, Instructional Design, Salesmanship, Language Usage, Competition, Educational Practices, Professional Identity, Self Concept, Speech Acts |
| Geographic Terms: | China |
| DOI: | 10.1177/21582440251366759 |
| ISSN: | 2158-2440 |
| Abstract: | In tandem with the social constructionist turn in identity studies, the pragmatic identity of EFL teachers is an emerging topic of interest, particularly in light of the discursive view of identity. However, relatively little attention has been paid to the deviational pragmatic identity of EFL teachers. Drawing upon the Pragmatic Identity Theory, this corpus-based study examines how salesperson identity is constructed through the discursive practices at macro and micro levels by teacher contestants in "shuoke" contests. "Shuoke" is a teaching and research activity in which a teacher articulates the teaching process and explains the rationale of the teaching design to colleagues or experts for feedback. Data reveal that salesperson identity is constructed through four moves at macro level including greeting, introducing the teaching design, making positive evaluations, and ending, with six steps in the second move; and through three types of discursive practices at micro level, including speech acts, grammar, and lexical features, with assertives, adverbials, and meta-discourse appearing most frequently in each type. The research explores how the deviational pragmatic identity of EFL teacher contestants is discursively constructed in "shuoke" contests, seeks linguistic models for the "shuoke" practices of EFL teachers, and provides implications for the improvement of EFL teachers' discursive competence in their professional development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495528 |
| Database: | ERIC |
| Abstract: | In tandem with the social constructionist turn in identity studies, the pragmatic identity of EFL teachers is an emerging topic of interest, particularly in light of the discursive view of identity. However, relatively little attention has been paid to the deviational pragmatic identity of EFL teachers. Drawing upon the Pragmatic Identity Theory, this corpus-based study examines how salesperson identity is constructed through the discursive practices at macro and micro levels by teacher contestants in "shuoke" contests. "Shuoke" is a teaching and research activity in which a teacher articulates the teaching process and explains the rationale of the teaching design to colleagues or experts for feedback. Data reveal that salesperson identity is constructed through four moves at macro level including greeting, introducing the teaching design, making positive evaluations, and ending, with six steps in the second move; and through three types of discursive practices at micro level, including speech acts, grammar, and lexical features, with assertives, adverbials, and meta-discourse appearing most frequently in each type. The research explores how the deviational pragmatic identity of EFL teacher contestants is discursively constructed in "shuoke" contests, seeks linguistic models for the "shuoke" practices of EFL teachers, and provides implications for the improvement of EFL teachers' discursive competence in their professional development. |
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| ISSN: | 2158-2440 |
| DOI: | 10.1177/21582440251366759 |
