Generation Gap On Conflict Discourse Analysis Between Junior Students And Teachers

American anthropologist Margret Mead mentioned the term “generation gap” in the last century,and since then an ocean of scholars have made great contribution to the study of generation gap home and abroad from multi-scopes such as sociology,psychology,and pedagogy.Different from traditional generation gap caused by the diversity of value and culture,new features can be found in the gap between teachers and junior student born after 2000.This topic has been paid attention to by a bunch of scholars in the perspective of sociology,psychology,pedagogy and even linguistics,but seldom of them are done on text and discourse itself.So it is necessary to make an exploration on the gap hidden in text and discourse,and reveal the relationship between generation gap and text and discourse.Through the application of Critical Discourse Analysis of Fairclough and Systemic functional grammar of Halliday,the thesis investigate the generation gap between the junior students born after 2000 and their teachers.Besides case study and cross-case study approaches will also be applied in the analysis of conflict discourse collected from two groups of teachers and students to explore the cause and performance,and to reveal the power relation and ideology behind the discourse.Through the analysis of the data collected,findings has been found in three aspects:1)in the conflict discourse,interrogative and imperative structures are applied more from teachers,which indicate the dominant position in the discourse.2)in the case study,the power relation between teacher and students are dynamic,which facilitate the conflict discourse and create the generation gap.3)the study also has been done in the perspective of sociology with the idea of “culture feedback”.