The Rhetoric Study Of Expert Teachers’ Mentoring Discourse

On the basis of receptive rhetoric, this thesis carries out a rhetorical study of expert teachers’ mentoring discourse from the 10th national demonstration lessons competition of junior level by adopting both qualitative and quantitative approaches as well as corpus analysis and historical literature. The main findings are summarized as below:1. The mentoring discourse from experts includes suggestions and highlights. The experts tend to put forward more suggestions than highlights, or without highlights, which are inconsistent with giving consideration to both highlights and suggestions. In addition, there exist two kinds of relationship between two mentors who evaluate the same mentee: supplementary and parallel.2. In the light of the content of mentoring discourse, its general pattern contains three parts:the central discourse, the supportive discourse and the modified discourse. These three parts help expert teachers’ mentoring discourse logical and orderly so as to achieve its effectiveness.3. The coexistence of criticizing and being criticized makes the conflict talk possible in mentoring. To alleviate the conflict, expert mentors tend to use the rhetorical discourse which embodies in a specific range of the target audience, more unknown information, low reproducibility of discourse patterns and valuable energy consumption.4. According to the impact on the target audience, expert mentors employ two kinds of rhetoric strategies:guiding strategies (including analogical reasoning and emotional adjustment) and cooperative strategies (including vague statements and role reversal).The characteristics of this study are:first, studying on expert teachers’ mentoring from the angle of discourse rhetoric and tidying up the general pattern and the content of mentoring discourse; second, probing into the rhetorical art of expert teachers’ mentoring discourse from the perspectives of target audience, information content, discourse pattern and energy consumption. This study provides a theoretical reference for the rhetorical study of mentoring discourse and a practicable guidance for preventing the recessive loss of teachers’ professional development platform.