Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study is theoretically grounded in interactional sociolinguistics, drawing specifically on speech act theory and politeness strategies to discuss how language choices negotiate social relations. It investigates classroom power dynamics by analyzing how teachers construct identities with directive speech acts. The research employs an ethnographic microanalysis to analyze discourse in a video-recorded interaction in a Portuguese as a foreign language (PFL) classroom for Chinese learners at a university in Macau. This methodological approach allows for a fine-grained examination of the linguistic design of directives and their impact on classroom interaction. The analysis reveals that the teacher strategically wields directives to enact interconnected identity positions, each shaping a distinct power dynamic: a negotiatory authority...

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