Study on Discourse Expression of Teachers' Language Attitudes from the Perspective of Narrative Analysis
Abstract
Research on teachers' language attitudes has traditionally been limited to scale measurements and has treated them as relatively fixed psychological attributes. Certainly, this way will yield a large amount of quantitative data, but it is difficult to show how the attitude is formed and changed over time. Based on the above, this paper will explore the reasons for teachers' language attitudes through narrative analysis. Therefore, it can be concluded that language attitudes are not stable psychological attributes but rather fluctuating discourse behaviours resulting from narrative moments in particular environments. At the level of identity construction, teachers use language-learning experiences and teaching stories as carriers to connect their own lives with their professional identities and thus build a network of language ideologies. Classroom observations show that the teacher's choice and modification of style are expressions of their attitudes. Attitudes of professional development do not change gradually; instead, serious incidents or reflections lead to such changes. In short, based on narrative analysis, we can learn about the general language attitudes of teachers and offer some references for fostering their language consciousness.