Teacher-student engagement patterns in CSL classrooms and beyond

In this introduction to the special issue, we provide an overview of the features and development of key approaches to teacher-student interaction in second language (L2) classrooms (and tutoring sessions). Our goal is to emphasize the importance of (re)conceptualizing instructor-student interaction from a multimodal perspective, rather than focusing solely on verbal exchanges. We argue that by examining the coordination of verbal communication, non-verbal/embodied actions, conversation participation structures, and salient artifacts in the environment, we can gain a more comprehensive understanding of instructor-student engagement patterns. Furthermore, we contend that video-based empirical research in this area holds both theoretical significance and practical value. The papers in this special issue all adopt a perspective that is multimodal, interactional, and theoretical as they investigate a variety of interactional settings in the context of Chinese as a second language (CSL). This introduction concludes with summaries of the papers and provides insights into potential future directions for research in this area.

本文首先概述了在二语（L2）环境中师生互动的若干主要研究方法的特征与流变，强调需要突破言语交流的局限、从多模态视角来考察教学课堂以及一对一辅导过程中师生互动的重要性。本文认为，通过考察言语交流、非言语/身体动作、会话参与结构以及环境中重要因素等如何协调互动，我们可以更全面地理解课堂及辅导互动参与的表征与属性。文章说明，这方面基于自然视频的实证研究具有重要的理论意义和实践价值。本特刊所收论文均以多模态互动理论为出发点，研究汉语二语（CSL）背景下的课堂及辅导互动，我们在文末对此做了简介，并对这个领域的研究未来的发展方向提出了一些初步的想法。