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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| Auteurs principaux: | , , |
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| Format: | Artigo |
| Langue: | Inglês |
| Publié: |
De Gruyter
2025-03-01
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| Collection: | Language and Semiotic Studies |
| Sujets: | |
| Accès en ligne: | https://doi.org/10.1515/lass-2024-0064 |
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