Abstract
In this study, we addressed the identity work performed by directly reported speech versus directly reported mental states (e.g., thoughts, feelings, attitudes, and emotions) in situated discourse. Drawing on a corpus of talk produced by novice language teachers during mentoring sessions, the analysis indicates that teachers' direct reports of their own speech tend to foreground their accomplishments and developing expertise, whereas direct reports of their mental states tend to highlight uncertainty, gaps in knowledge, or negative feelings and emotions. In other words, these two types of reported discourse constitute vehicles for different modes of self-presentation in the educational context of this investigation.
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