Discourse Patterns Research Articles

Perspectives on virtual intercultural communication in the Irish-based technology sector

Abstract This mixed-methods study investigates English-medium oral online intercultural communication within the Irish-based international technology sector. The initial phase of the research consisted of a survey investigating participants’ (N = 113) experiences of virtual communication. Following the survey, to linguistically investigate such interactions, the International Virtual Team Corpus (IVT Corpus) was created. This corpus consists of approximately 80,000 words of transcribed speech gathered from 30 web-based recordings of meetings, which include both Irish and international colleagues speaking in English. This paper reports on some of the relevant quantitative and qualitative survey results, uncovering both preconceptions and embodied experiences of international virtual meetings. Following this, it presents corpus-based results of significant frequent and keyword clusters that provide a window into the discourse patterns of international virtual team meetings in this sector. Some tentative implications and applications for work-based virtual communication are explored in the closing discussion.

How is autism portrayed in news media? A corpus-based, mixed-methods analysis in China

IntroductionNews media play an important role in shaping public perceptions of and attitudes toward people with autism. This study examines news reports about autism in China Daily over the past 20 years, from 2003 to 2022.MethodsThis study employed both quantitative and qualitative analyses.ResultsThe findings reveal that news coverage on autism predominantly centers on children, with a significant shift in focus from support by family members and schools to support at the broader societal and governmental levels. Further, the overall representation of autism remains predominantly negative and rooted in prejudice. In terms of gender representation, autism is often depicted more frequently as male-oriented. However, a more diverse representation of age groups has emerged. Finally, while news media subtly convey negative attitudes toward autism, they also demonstrate a concurrent concern for the condition, reflecting a complex and nuanced attitude toward people with autism.DiscussionOur study indicates that corpus-assisted critical discourse analysis allows researchers to compare news over time, thus offering insights into changing discourses. The analysis can also reduce bias and uncover the implicit attitudes of news media toward autism by analyzing patterns of words and discourses.

Tendências e tensões no discurso acadêmico: uma análise de trabalhos comparativos de pós-graduação sobre literaturas francófonas

This article aims to understand the discursive construction of graduate theses and dissertations from universities from the State of Rio de Janeiro that establish a comparison between French-language literature and some cultural, political or social issue in Brazil. From a documental research, centered in the enunciative discourse analysis, the study discusses structures of domination in the sphere of academic discourse and highlight two points: the transgressions and maintenance of elements pertaining to academic genres, as well as the presence, suppression or mitigation of controversy in the argumentative construction of the texts (Negroni; Gelbes, 2005). In the second part, two theses are analyzed in detail, in an attempt to highlight different types of development of the comparative perspective in the context of the world domains of the literary field (Casanova, 2002), and to discuss whether such relations focus critically on the impact of French cultural hegemony on Brazil, or follow a neutralizing or mitigating tendency, characteristic of traditional literary criticism. We identified that the works mitigate or ignore important tensions that could subvert the assuaging pattern of the traditional academic discourse and maintain a comparativist approachcentered on the debate of mutual influences between countries, without evidencing the cultural dominations in course on the literary field.

Mapping the discursive landscape of data activism: Articulations and actors in an emerging movement

Growing awareness of the societal consequences of datafication in recent years has given rise to a new form of civil society engagement called data activism. This article examines the discourse surrounding data activism on the social media platform Twitter. Through a mixed-methods approach combining computational analysis of Twitter content and close readings of Twitter profiles, we explore how new forms of civil society action related to data justice are articulated and linked to other forms of activism, conflicts and problems, and the actors involved in these articulations. Our analysis reveals a distinction between two articulatory patterns in the data activism discourse. The first involves grassroots actors, such as community organisations and individual citizens, who challenge existing power structures and advocate for social change. The second, on the other hand, is associated with academics, capitalists and policymakers who already hold positions of power and influence. This asymmetry is consistent with previous findings in data activism research. We encourage future research to extend these patterns, using additional methods and case studies, to further refine and contextualise the understanding of data activism within the civil society realm.

Inclusion of home languages during early childhood instructional conversations

Including home languages in classrooms can increase multilingual students’ participation, improve literacy, and promote inclusion. It is a prevalent topic at academic conferences; however, home language use in classrooms is less common. This study was a microanalysis of home language use during Instructional Conversations at a linguistically diverse English-medium preschool. Data sources included 27 h of classroom videos of Instructional Conversations and interviews with educators who used children's home languages. Home language use during Instructional Conversations was rare in these data; however, when employed, it was followed by increased participation by the multilingual children, facilitating language and concept development. These findings indicate a need for explicit educator preparation on home language use in classrooms. Educators in this study who used children's home languages adopted alternative discourse patterns than those traditionally found in schools. They reported being motivated by the increased participation of multilingual children and positive responses from families.

Integrating knowledge systems for holistic approaches to addressing knowledge and health inequities: combining fuzzy cognitive maps.

This paper describes fuzzy cognitive mapping as an accessible and robust tool to strengthen community engagement in health promotion research. We outline how fuzzy cognitive mapping can combine, compare, and contextualize knowledge and priorities from diverse population groups as well as from evidence syntheses. We present procedures to represent a shared perspective across populations or population groups through reconciling maps by simple or weighted averaging. We present a novel second approach to reconciling derived from discourse analysis. We then present two procedures to contextualize one knowledge in another knowledge. The first procedure draws on Bayesian updating, providing a formal way to account for stakeholder knowledge in contextualizing other knowledge sources, including evidence syntheses. A second approach compares discourse patterns across maps derived from different sources. We provide examples of each procedure, describe how each may contribute to greater incorporation of patient- and community-level input in decision-making, and share tools for researchers interested in applications of fuzzy cognitive mapping.

Exploring teacher discourse patterns: Comparative insights from novice and expert teachers in junior high school EFL contexts

Effective teacher discourse is critical in improving English as a foreign language (EFL) education, particularly in junior high schools in China, where students are at a crucial stage in their language development. As junior high school students are at a pivotal developmental stage, this research investigates the discourse patterns employed by novice and expert teachers to assess their impact on students' engagement and language acquisition. Despite the extensive research on teacher discourse in higher education, a significant gap remains regarding its application in compulsory primary education settings. This study aims to fill this gap by examining the current classroom discourse patterns of EFL teachers in junior high schools to identify the distinctions between novice and expert teachers and explore the factors contributing to these differences. This mixed-methods study includes qualitative and quantitative analyses. Verbatim transcriptions of six classes were used to create a corpus exceeding 20,000 words. The data were analysed using cross-tabulation in Excel and Chi-square tests in SPSS 22.0, complemented by semi-structured interviews with selected teachers. The theoretical framework is grounded in Long's（1996）interaction hypothesis, which underlines the significance of communication in facilitating language proficiency through meaningful interaction, and the analysis follows Sinclair and Coulthard's（1975）discourse patterns. The initiation-response-feedback (IRF) and initiation-response-0 (IR0) emerged as predominant patterns among both novice and expert teachers. Novice teachers predominantly relied on the basic IRF pattern, while expert teachers exhibited greater flexibility and more frequent use of variant patterns, such as IRFR, I[RnFn] and [InRn]F. Such adaptability among expert teachers creates a more interactive and engaging learning environment, thereby enhancing student participation and language acquisition. The study also identifies a novel variant structure, IRnF, used more frequently by expert teachers, underlining the benefits of group work in fostering teamwork and independent thinking. Expert teachers demonstrated a greater propensity to adapt their discourse strategies to foster a more production-oriented learning environment, which was the main factor driving the teachers' differing discourse patterns. This study significantly contributes to the analysis of teacher discourse in the junior high school EFL context, providing empirical evidence and practical insights that bridge the gap between theory and practice. By elucidating the distinct discourse practices of novice and expert teachers, this study offers valuable recommendations for teacher professional development and highlights the importance of employing varied and interactive discourse structures to improve EFL teaching effectiveness. The study also provides valuable insights for educators striving to improve their instructional practices and the language acquisition in EFL classrooms.

Modeling Group Discourse with Epistemic Network Analysis: Unpacking Connections, Perspectives, and Individual Contributions

AbstractOperationalizing and modeling group talk has proved to be a consistent challenge in educational research. In this paper, we suggest that epistemic network analysis (ENA) could provide unique insights concerning group talk. Specifically, we use ENA to model the talk orientations put forward in the Exploratory Talk framework (Cumulative, Disputational, Exploratory). Participants (n = 60, 67% female, 33% male) were undergraduate students in an Introduction to Psychology course who took part in three 90-min collaborative online tasks. We coded student discourse according to a set of basic communicative acts reflective of the Exploratory Talk framework. Then, using ENA, we identified different groups’ patterns of discourse at the group and individual level. Presenting the epistemic networks of four purposefully chosen groups, this paper offers three key contributions to modeling and conceptualizing group dialogue: (1) illustrating how ENA could offer new ways to analyze group talk by focusing on the frequency of co-occurrence of connections between a basic set of communicate acts rather than the different communicative acts used; (2) refining the theoretical conceptualization of Exploratory Talk by distinguishing two sub-variations—other-oriented vs. self-oriented Exploratory Talk—that differ according to the depth of engagement with other perspectives; (3) examining how ENA allows unpacking diverging dynamics of individual contributions to group discourse, focusing on the role of individuals that function as “instigators” or “connectors.”

Collaborative Concept Mapping: Investigating the Nature of Discourse Patterns and Features of a Concept Map

Research in science education has established the significance of collaborative concept mapping as a powerful strategy in fostering conceptual learning. During such collaboration, students talk about concept map features (i.e., concepts to include, linking words, and cross-links) in constructing a joint map. The quality of the concept map produced depends on the nature of discourses that happen in these collaborative interactions. We explored the nature of discourses between pairs of biology students collaborating on concept mapping and how these discourses contribute to the enhancement of different features of the concept maps. Six students individually constructed weekly individual maps on different topics and then came together in pairs to construct a joint concept map. Their discussions during collaboration were audio-recorded. Both the individual and joint concept maps were analyzed for knowledge of breadth, knowledge of depth, and knowledge of connectedness. To analyze the discussions and understand the nature of the discourses, both deductive and inductive coding approaches were used. The coded episodes were then categorised into the nine discourse patterns identified by Fu et al. (2016). We then matched the episodes with the concept map features that were discussed. Findings indicate that the biology students’ collaboration exhibited mostly knowledge-sharing discourses when deliberating on the three features of a concept map. In turn, the number of valid concepts and propositions improved from individual to joint maps. Although the students’ discussions of cross-links were characterized by knowledge-sharing discourses, most of the joint maps did not show improvement in terms of the number cross-links. We discuss these findings and provide implications regarding the value of understanding the intricacies of discourse patterns in collaborative concept mapping. La recherche dans le domaine de l'enseignement des sciences a établi l'importance de la cartographie conceptuelle collaborative en tant que stratégie puissante pour favoriser l'apprentissage conceptuel. Au cours de cette collaboration, les élèves discutent des caractéristiques de la carte conceptuelle (c'est-à-dire des concepts à inclure, des mots de liaison et des liens croisés) pour construire une carte commune. La qualité de la carte conceptuelle produite dépend de la nature des discours tenus lors de ces interactions collaboratives. Nous avons exploré la nature des discours entre des paires d'étudiants en biologie collaborant sur la cartographie conceptuelle et la façon dont ces discours contribuent à l'amélioration des différentes caractéristiques des cartes conceptuelles. Six étudiants ont construit individuellement des cartes hebdomadaires sur différents sujets et se sont ensuite réunis par paires pour construire une carte conceptuelle commune. Leurs discussions pendant la collaboration ont été enregistrées. Les cartes conceptuelles individuelles et communes ont été analysées du point de vue de la connaissance de l'étendue, de la connaissance de la profondeur et de la connaissance de la connexité. Pour analyser les discussions et comprendre la nature des discours, des approches de codage à la fois déductives et inductives ont été utilisées. Les épisodes codés ont ensuite été classés dans les neuf modèles de discours identifiés par Fu et al. (2016). Nous avons ensuite mis en correspondance les épisodes avec les caractéristiques de la carte conceptuelle qui ont été discutées. Les résultats indiquent que la collaboration des étudiants en biologie présentait principalement des discours de partage des connaissances lorsqu'ils délibéraient sur les trois caractéristiques d'une carte conceptuelle. Par ailleurs, le nombre de concepts et de propositions valides s'est amélioré entre les cartes individuelles et les cartes communes. Bien que les discussions des étudiants sur les liens croisés aient été caractérisées par des discours de partage des connaissances, la plupart des cartes conjointes n'ont pas montré d'amélioration en termes de nombre de liens croisés. Nous discutons de ces résultats et fournissons des implications concernant la valeur de la compréhension des subtilités des modèles de discours dans la cartographie conceptuelle collaborative.

Assessment and theoretical interpretation of spoken discourse and cognitive skills in two adolescents with acquired brain injury

Purpose Although discourse assessment is recommended, few tools exist for adolescent acquired brain injury (ABI) and few theories describe the contribution of cognition to discourse impairment. This study explored whether a novel discourse protocol can identify difficulties following ABI and whether a discourse processing model provides a useful account of impairment. Method Using a case-control design, two adolescent males with moderate ABI (12 and 14 years) were compared to a neurotypical sample on a range of language and cognitive assessments. Patterns in performance were interpreted using a theoretical model. Participants completed a standardised omnibus language assessment, discourse assessment, and battery of cognitive tasks. Result Analyses revealed significant differences in discourse and cognition between adolescents with and without ABI. No impairment was detected on a standardised language assessment. Patterns in discourse and cognition aligned with a contemporary model of discourse processing. Conclusion Participants with ABI demonstrated discourse deficits relative to the neurotypical reference sample. The findings demonstrate the value of discourse sampling across multiple genres and analysis of microlinguistic to superstructural features. A structure-building framework (SBF) model, originating in schizophrenia, provides a promising theory with which to interpret discourse impairment and has the potential to inform intervention for discourse in ABI.

Exploring Speech Act Patterns In Anthropological Pragmatics

The purpose of this paper is to look into discourse patterns of President Joe Biden from an anthropological pragmatics perspective, and the theory of speech acts, in particular. I will argue that speech acts are double-edged tools in human communication that have the power to create objective facts accepted and maintained by human agreement on the one hand but are also determined by fluctuating socio-cultural context. In exploring the topic of the American presidency from an anthropological pragmatics perspective, this article addresses theoretical and methodological issues which further our understanding of linguistic structure of social reality determined by socially constrained functions that underlie culture. Thus, this paper argues for a broadened research path to advance the theory of speech acts in political discourse. An analysis of President Joe Biden’s language practices uncovers the rhetorical concept of ethos and its criterion of credibility that is indicative of his presidential status.

The role of achievement goals in productive collaborative argumentation

AbstractCollaborative argumentation has been recognized as a powerful means to facilitate conceptual change of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining collaborative argumentation that yields such productive outcomes is known to be difficult. Specifically, social‐motivational antecedents have not yet been explored. Over 13 weeks, we conducted a controlled experiment to examine the role of achievement goals in productive collaborative argumentation in the context of scientific concept learning while fully considering the effects on conceptual change, argumentative discourse, and perceptions of conflicts. Three types of achievement goals were identified among 94 undergraduates: mastery goal‐dominant (a focus on developing competence and task mastery), two goals‐balanced (pursuing mastery and performance goals simultaneously) and performance goal‐dominant (a focus on demonstrating competence relative to others). Eighteen homogeneous groups participated in four collaborative argumentation activities concerning four scientific topics of varying controversy levels. The results showed that for highly controversial topics, mastery goal‐dominant students and two goals‐balanced students exhibited greater conceptual change than performance goal‐dominant students over a longer period. Dialogue protocol analysis further revealed a combined pattern of argumentative discourse (i.e., both deliberative argumentation and co‐consensual construction frequently occurred, while disputative argumentation rarely occurred) among mastery goal‐dominant students and two goals‐balanced students concerning highly controversial topics. Responses to stimulated recall interviews also indicated that perceptions of conflicts among the three types of students differed in terms of five aspects: their first impression of disagreements, their feelings in response to peer disagreement, their reasons for changing or maintaining to their original ideas, the meaning of group consensus, and the degrees to which they accepted group consensus. This study sheds light on the role of social‐motivational antecedents, deepening our understanding of whether different achievement goals might orient students to different perceptions of conflicts, triggering different argumentative discourse, producing different conceptual change.

A Comparative Analysis on Discourse Reviews about Differentiated Semiotic Value Consumption Brand Groups in Cosmetics Consumers: Focusing on Text Mining

Purpose: This study began by investigating the similarities and differences among segmented markets within the color cosmetics industry, which are subdivided into low-cost color, high-priced, and imported color cosmetics, positioned as differentiated identities, and what are the similarities and differences between the segmented markets of the color cosmetics brand group.Methods: To perform this study, we used Python version 3.10.6 to crawl discourse from attracting value-driven consumers in the color cosmetics category on Naver Shopping Mall. After that, we completed the pre-processing steps and then conducted Word Cloud analysis, N-gram analysis, Topic Modeling analysis, Similarity analysis, and Sentiment analysis.Results: The text mining analysis showed several interesting findings. Notably, we found a new distribution channel where innovative consumers make purchases through live broadcasts performed within a short period. Furthermore, the analysis indicated that while low-priced and imported color cosmetics submarkets showed different logical results, they utilized similar discourse patterns. Furthermore, each segmented submarket was observed to possess a distinct positioning strategy.Conclusion: The consumer groups that utilized the taste value, the subject of comparative analysis, and used the low-cost, high-value, and imported color cosmetics have different identities. Consequently, the market segmentation and positioning of these brands differ, and consumer preferences vary. This allows us to outline the direction of the domestic color cosmetics industry and provide basic theoretical materials for marketing strategies. According to the research results obtained from each comparative research group, it will be possible to present a wide range of practical implications for management and marketing strategies to strengthen the market competitiveness of color cosmetics brand segments.

Englishes in China: Evolution and Recognition in World Englishes

This study offers an in-depth examination of the development of “China English” (CE) within the framework of World Englishes (WE). Tracing the historical trajectory of English in China, from its origins in Chinese Pidgin English to the contemporary manifestations of CE, the paper conducts a comprehensive analysis of its various stages. Situating CE within the broader context of WE, the study engages in debates regarding its recognition as a distinct variety of English. Moreover, it investigates the process of nativization of CE, highlighting its phonological features, lexicon enriched with cultural nuances and discourse patterns shaped by sociocultural dynamics. Despite ongoing debates surrounding the legitimacy of CE, the paper argues that its evolution conforms to established parameters of nativization, thereby establishing it as a legitimate variant within the global landscape of English. Beyond linguistic examination, the study emphasizes the significant role of CE in facilitating international English communication amidst China's expanding global influence. By delving into the intricate interplay of language, culture, and identity in our interconnected world, this research provides valuable insights into the evolving dynamics of global communication.

On the Alternation between Complex Prepositions and Adverbial Prepositions in Esperanto, such as en la mezo de vs. meze de / en la kadro de vs. kadre de

The grammar of Esperanto allows a derived adverbial to replace the initial element in any complex prepositional phrase, thus creating a range of equivalent structures such as en la mezo de / meze de ‘in the middle of’, en la kadro de / kadre de ‘in the framework of’ etc. This ‘adverbial alternation’ raises a number of questions. Are Adv Ps interchangeable with their Complex P counterparts? Do they occur with the same frequency? Does lexicalisation operate in the same way in Esperanto as it does in other languages? Here I examine a sample of alternating structures in a corpus of standard written Esperanto (Tekstaro >10 million tokens). While many pairs seem to be interchangeable, others appear to be developing contrastive use. The use of idioms and other marked units of phraseology is often seen as evidence that Esperanto has become an autonomous language. Here I point to evidence of less marked, more routine patterns of discourse which are unique to this speech community.

Attitudes, communicative functions, and lexicogrammatical features of anti-vaccine discourse on Telegram

This paper reports the process of collecting a corpus with examples of anti-vaccine discourse and the results of its linguistic analysis. The overall aim of the project is to help public health authorities to improve their communication campaigns by better understanding the conditions for misinformation spreading via social media. More specifically, this paper analyses linguistic properties of a corpus of prominent misinformation channels in Telegram as compared against a more general COVID corpus as well as against a general purpose English corpus. For this paper, the quantitative analysis relies on corpus querying to identify the most recurrent discourse patterns related to COVID vaccines. We use the appraisal framework to analyse the patterns with respect to the attitudes conveyed in the messages. We have also applied an automatic AI classifier to predict communicative functions of these texts. This allows us to examine them more closely through the use of simple lexicogrammatical features following Biber, as well as their ideational processes following Halliday. The findings show that common collocations in the Telegram corpus containing misinformation draw on three attitudes: fear, insecurity, and mistrust in COVID vaccines which are discursively constructed to promote vaccine hesitancy among social media users. Furthermore, the misinformation messages tend to occur more often in such communicative functions as promotional texts, news reporting, and text expressed as presenting reference information.

Analysis of the Network Discourse Patterns of Higher Vocational College Students

As the most open and active social group in cyberspace, higher vocational college students have adopted network discourse as an important form of interpersonal communication and self-expression. Cyberspace is characterized by its virtuality, anonymity, and entertainment value, where different discourse subjects continuously aggregate and interact in digital forms. This, to a certain extent, has reshaped the discourse expression of higher vocational college students, leading to a more vulgarized pattern of online interaction and language usage among young students, which is characterized by fragmentation, compartmentalization, and metaphorization. Network discourse innovation reflects the intrinsic need of vocational students to proactively innovate, adapt to network communication modes, and integrate into the public discourse system. The potential trends of compartmentalization, fragmentation, and metaphorization in network discourse pose challenges to the guiding power and dissemination of mainstream discourse, causing a loss of mainstream discourse meaning and authority dissolution. Therefore, it is imperative to strengthen the study of the intrinsic rules of network discourse, change mainstream discourse strategies, enhance cyberspace supervision, and adopt multiple measures to break down discourse barriers, creating a clean and upright cyberspace for young students.

Plurilingual Perspectives, Pluricultural Contexts

The present article is concerned with the multilingual news coverage from Agence-France Presse (AFP) about the South American country of Bolivia. Firstly, the theoretical and methodological approaches are outlined in order to characterise the plurality of contexts giving rise to AFP’s coverage of the Bolivian 2020 general elections. Secondly, an analysis is proposed that contrasts these multilingual versions in terms of framing devices and translation shifts, aiming at exploring the ways in which media stakeholders represent the Bolivian reality. Thirdly, the findings of this analysis are contextualised with reference to a cross-linguistic comparison of newspaper corpora. When comparing the Spanish, French, and English versions, the first two are found to be more aligned at the level of discourse patterns. The ultimate purpose of this case-study is to observe the presence of translation in plurilingual news settings, where the role of translators often goes unacknowledged within

Deciphering Speculative Discourse in MH370 News Coverage: A Corpus-based Critical Discourse Study of Selected Local and Foreign News Outlets

This research explores how selected local and foreign news outlets depict speculative discourse in their coverage of the MH370 tragedy through corpus-based critical discourse analysis. It begins by contextualising the prevalence of speculative language in modern journalism and its potential impact on journalistic principles, drawing on previous research to highlight the rise of interpretive journalism and its association with speculative reporting. The MH370 incident serves as a case study, revealing how imbalanced news coverage has led to the emergence of rumours, speculation, and conspiracy theories, particularly in the shifting narrative surrounding the Malaysian government's response. The study focuses on linguistic patterns of speculative discourse, employing Wiebe et al.'s (2001) framework for classifying speculative language to analyse news headlines and reports from selected local and foreign news outlets. By examining the presence and utilisation of speculative language, the study sheds light on how journalists convey uncertainty and speculation in their reporting, influencing public perception and understanding of the MH370 tragedy. The findings confirm the widespread presence of speculative discourse in both local and foreign news coverage of the MH370 tragedy, with journalists from both spheres employing subjective interpretation in their reporting. The analysis highlighted a significant usage of hedging strategies such as modal verbs expressing probability, particularly in foreign headlines, which exhibited less certainty than local ones. Both local and foreign headlines commonly featured hypothetical questions and unnecessary quotation marks, amplifying uncertainty in reporting on MH370. Notably, 64% of MH370 news headlines were identified as speculative, emphasising the prevalence of speculative language in influencing public perception and encouraging contemplation of multiple assumptions and uncertainties surrounding the tragedy. Overall, this research contributes to a deeper understanding of how speculative discourse shapes news coverage and public discourse surrounding major events like the MH370 tragedy.

Investigation on Junior High School Extensive Reading Teaching of the Blackberry English Reading Series from the Perspective of Big Ideas

Big ideas refer to the core concepts and discourse patterns that can connect and organize fragmented knowledge. This article investigates and explores teachers’ comprehension of big ideas and the challenges for applying big ideas in second language (L2) classrooms among junior high school in Jiangsu Province. The findings are as follows: (1) Teachers mainly learn about big ideas through teaching research activities, expert lectures, and open classes, but most of them understand them at a superficial level. (2) The main influencing factors of teachers' big idea construction include insufficient teaching resources, limited time and energy, inadequate methodological guidance, and heavy teaching pressure. They expect to improve their ability to construct big ideas by receiving teaching resources, teaching methods, teaching experience, and teaching theories. (3) There are significant differences among teachers in southern Jiangsu, central Jiangsu and northern Jiangsu in terms of their cognitive level of big ideas, their ability to construct and apply big ideas. However, they all urgently need teaching cases, theoretical guidance, teaching discussions, and training. Pedagogical implications are provided for English teacher education on the construction of big ideas in L2 classrooms.