Analysis of rapport building and pragmatic characteristics of teacher-student interaction in Internet communication

Analysis of rapport building and pragmatic characteristics of teacher-student interaction in Internet communication

Internet continues to change the way people communicate and interact (Yus, 2019), and the interaction between teachers and students in internet communication is no exception. In this paper, the way teachers and students in colleges and universities build a harmonious relationship in network interaction and the pragmatic characteristics reflected in this process are discussed by analyzing the interactive discourse between teachers and students mainly on WeChat APP. Teacher-student interaction in network communication is mainly realized via online discourse, which is characterized by hypertextuality and multimodality, so an exploration is conducted to examine how multimodal resources influence rapport building between teachers and students in network interaction by analyzing textual discourse (person deixis, punctuation and sentence final particle) and visual discourse (emoji, emoticon and sticker) (Atif and Franzoni, 2022; Jiang and Vásquez, 2022; Tang and Hew, 2018) from the perspective of multimodal. After that, pragmatic characteristics in the construction of harmonious teacher-student interaction in internet communication are summarized based on politeness principle (Zhou and Zhang, 2018), pragmatic identity construction, etc. with a view to providing references for the interpersonal management of teachers and students, especially for the construction of a harmonious relationship between international students and teachers.



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Zhou, L., & Zhang, S. (2018). Reconstructing the politeness principle in Chinese: A response to Gu’s approach. Intercultural Pragmatics, 15(5), 693–721.


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