Teacher discourse from the perspective of rapport-management theory: a case study of an authoritative teacher in a Chinese EFL classroom

While the instructional significance of teacher discourse is widely recognized, its interpersonal functions remain underexplored. This study employs Rapport-Management Theory (RMT) to analyze how a Chinese English as a Foreign Language (EFL) teacher, characterized by an authoritative teaching style,...

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Detalhes bibliográficos

Principais autores:	Tao Li, Ren Yifan, Chen Ningyang
Formato:	Artigo
Idioma:	Inglês
Publicado em:	De Gruyter 2025-03-01
coleção:	Language and Semiotic Studies
Assuntos:	teacher discourse discourse strategies authoritative teacher teacher–student rapport
Acesso em linha:	https://doi.org/10.1515/lass-2024-0064
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