提问是英语教学中常见的话语类型,但鲜有学者研究教师教学提问中的身份建构问题,同时,知识论是西方会话分析界的热点话题,但国内鲜有报道。鉴于此,本研究借助会话分析方法从知识论视角探究大学英语教师特指疑问话语所建构的身份类型、语用实现方式及成因。研究发现:教师借助特指疑问建构了真实疑问者和明知故问者两种身份;教师采用九种语用方式建构以上身份;由于教师在特指疑问的目标知识上存在知识地位和知识站位一致或不一致的情况,致使教师可建构以上两种身份。此研究有助于厘清大学英语教学中特指问答双方的知识分布状态,揭示教师的互动身份成因,并为提高英语课堂问答互动的效率提供启迪。

Questioning is a common type of discourse in English teaching, but few scholars have studied the issue of teacher identity construction by questioning in teaching. In the meanwhile, epistemics is a hot topic in Western conversation analysis, but few scholars in China have touched upon this issue. In light of this situation, this study, by means of conversation analysis, explores the types pragmatic realizationof and causes for teacher identity construction through content-questions in college English teaching from the perspective of epistemics. The study finds that teachers construct two types of identities (a real questioner and a pretending questioner while knowing the answer) by virtue of content-questions, that they construct these two identities by nine pragmatic strategies, and that they construct these identities because of the consistency or inconsistency between epistemic status and epistemic stance in the target knowledge of a content-question. This study helps to clarify the knowledge distribution of both parties in the content-question sequence in college English teaching, to reveal the causes for teachers’ interactive identities, and to inform the efficiency improvement of question-and-answer interaction in English teaching.