Under the “Three Entries” initiative, the cultivation of national consciousness in foreign language education has gradually shifted from macro-level policy orientation to micro-level classroom discourse practices. Drawing on Critical Discourse Analysis (CDA) and pragmatics, this study constructs an analytical framework for examining the discursive generation of national consciousness in foreign language classrooms. It investigates the mechanisms through which classroom discourse contributes to meaning-making and value orientation. The findings indicate that national consciousness is not an external add-on to language teaching but a pragmatically generated process embedded in classroom interactional structures. In task-based speaking classes, conceptual construction and the internalization of social responsibility are achieved through the organization of question chains; in text-based reading classes, meaning is reinterpreted and identity is reinforced through discourse analysis and cultural comparison; and in translation practice classes, national discourse is pragmatically reconstructed and articulated for international audiences through language transformation and contextual supplementation. These three classroom types jointly constitute multidimensional interactive discourse pathways for the construction of national consciousness. Furthermore, the study reveals that the core of classroom discourse lies in its pragmatic regulatory mechanisms manifested through patterns of meaning organization. Therefore, foreign language classrooms function not only as sites for language skill development but also as micro-discursive spaces where national consciousness is continuously constructed and reinforced.

Liwei Zou. Interactive Discourse and National Consciousness in College English: A "Threefold Integration" Perspective. International Journal of New Developments in Education (2026), Vol. 8, Issue 4: 98-104. https://doi.org/10.25236/IJNDE.2026.080414.

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