Cover not available

Article published In: Teacher-Student Engagement Patterns in CSL Classrooms and Beyond: Video-based multimodal analyses
Edited by Hongyin Tao and Yan Zhou
[Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 59:3] 2024
► pp. 279–307

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload PDF
EPUB logo with download linkDownload EPUB

Multimodal resources for managing student participation after unsuccessful designedly incomplete utterances in CSL classrooms

 | University of Alberta
Open Access logo
Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Alberta.

Published online: 1 April 2025
DOI logo with link
https://doi.org/10.1075/csl.00059.wan
Abstract
L2 teachers employ various multimodal resources, including designedly incomplete utterances (DIUs), to elicit student response in classroom interaction. Building on the work of Wang, X., Li, X., & Li, S. (2024). Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms. Classroom Discourse, 1–27. Google Scholar logo with link to Google Scholar, this study further investigates how Chinese-as-a-second-language (CSL) teachers use multimodal resources to elicit student responses when DIUs fail to prompt a response. A two-step pattern has been observed in the data. First, the teachers routinely employ scanning gaze and body holds to enhance student participation while they wait for a student response. After that, interrogatives, repetition, and pedagogical artifacts (such as PowerPoint slides) are used as hints to increase the transparency of answers. By providing a micro-level analysis of real classroom interaction and case distribution numbers, this paper demonstrates how teachers orient to and address the issue of a lack of response. This research contributes to a deeper understanding of classroom interactional competence and provides insights for enhancing language teaching practices.
摘要
在二语课堂互动中，教师会运用各种多模态资源来引导学生回应，包括句法非完整句式（DIU）。本文在Wang, X., Li, X., & Li, S. (2024). Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms. Classroom Discourse, 1–27. Google Scholar logo with link to Google Scholar）基础上，进一步考察了在使用句法非完整句式未成功引起学生回应的情况下，教师是如何使用多模态资源引导学生回应的。本文观察到一个两步模式。首先，教师通常运用扫视和固定的身体姿势来增强学生的参与，同时等待学生的回应。其次，教师会通过使用疑问句、重复，以及教学工具（如幻灯片）等方式来对学生进行提示，从而提高答案的透明度。本文通过对真实课堂互动的微观分析和对案例分布数量的展示，探讨了在缺乏学生及时回应的情况下，教师如何理解这一问题并采取相应的应对策略。此研究有助于深化对课堂互动能力的认识，并为改进语言教学方法提供了启示。
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Sequence incompleteness and responses elicitation in classrooms
    • 2.2Gaze and Bodily-Holds in managing participation
  • 3.Data and methodologies
  • 4.Eliciting response after unsuccessful DIUs
    • 4.1Using multimodal resources to enhance student participation
    • 4.2Using multimodal resources to hint for co-completions
  • 5.Discussion and conclusion
  • References
References (59)
References
Aldrup, M. (2019). ‘Well let me put it uhm the other way around maybe’: Managing students’ trouble displays in the CLIL classroom. Classroom Discourse, 10(1), 46–70. Google Scholar logo with link to Google Scholar
Balaman, U. (2019). Sequential organization of hinting in online task-oriented L2 interaction. Text & Talk, 39(4), 511–534. Google Scholar logo with link to Google Scholar
Can Daşkın, N. & Hatipoğlu, C. (2019). Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics, 1421, 16–30. Google Scholar logo with link to Google Scholar
Chazal, K. (2015). Pedagogical artifacts in teacher-initiated response pursuits: A conversation analytic study of interaction in the French foreign language classroom. [Ph.D. dissertation, University of Illinois, USA].
(2020). Multimodal mechanisms for mobilizing students to give pre-structured responses in French L2 classroom interaction. In C. Taleghani-Nikazm, E. Betz, P. Golato (Eds.), Mobilizing others: Grammar and lexis within larger activities (pp. 175–201). Amsterdam/Philadelphia: John Benjamins Publishing. Google Scholar logo with link to Google Scholar
De Vos, C., Torreira, F., & Levinson, S. C. (2015). Turn-timing in signed conversations: Coordinating stroke-to-stroke turn boundaries. Frontiers in Psychology, 61, Article 268. Google Scholar logo with link to Google Scholar
Duran, D., & Jacknick, C. M. (2020). Teacher response pursuits in whole class post-task discussions. Linguistics and Education, 561, 100808. Google Scholar logo with link to Google Scholar
Edwards, D. & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Routledge.Google Scholar logo with link to Google Scholar
Etehadieh, E., & Rendle-Short, J. (2016). Intersubjectivity or preference: interpreting student pauses in supervisory meetings. Australian Journal of Linguistics, 36(2), 172–188. Google Scholar logo with link to Google Scholar
Floyd, S., Manrique, E., Rossi, G., & Torreira, F. (2016). The timing of visual bodily behavior in repair sequences: evidence from three languages. Discourse Process, 531, 175–204. Google Scholar logo with link to Google Scholar
Fox, B. A., & Thompson, S. A. (2010). Responses to wh-questions in English conversation. Research on Language and Social Interaction, 43(2), 133–156. Google Scholar logo with link to Google Scholar
Gardner, R. (2019). Classroom interaction research: The state of the art. Research on Language and Social Interaction, 52(3), 212–226. Google Scholar logo with link to Google Scholar
Girard-Groeber, S. (2015). The management of turn transition in signed interaction through the lens of overlaps. Frontiers in Psychology, 61, Article 741. Google Scholar logo with link to Google Scholar
Goodwin, C. (2018). Co-operative action. Cambridge; New York, NY: Cambridge University Press.Google Scholar logo with link to Google Scholar
Groeber, S., & Pochon-Berger, E. (2014). Turns and turn-taking in sign language interaction: A study of turn-final holds. Journal of Pragmatics, 651, 121–136. Google Scholar logo with link to Google Scholar
Hosoda, Y. (2014). Missing response after teacher question in primary school English as a foreign language classes. Linguistics and Education, 281, 1–16. Google Scholar logo with link to Google Scholar
Jacknick, C. M. (2021). Multimodal participation and engagement: Social interaction in the classroom. Edinburgh University Press.Google Scholar logo with link to Google Scholar
Käänta, L. (2010). Teacher turn-allocation and repair practices in classroom interaction: A multisemiotic perspective. [Ph.D. dissertation, University of Jyväskylä], Jyväskylä.
Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277–309. Google Scholar logo with link to Google Scholar
Lam Hoang, T. G., & Filipi, A. (2019). In pursuit of understanding and response: A micro-analysis of language alternation practices in an EFL university context in Vietnam. The Language Learning Journal, 47(1), 116–129. Google Scholar logo with link to Google Scholar
Lee, J. (2016). Teacher entries into second turn positions: IRFs in collaborative teaching. Journal of Pragmatics, 951, 1–15. Google Scholar logo with link to Google Scholar
Lerner, G. H. (1995). Turn design and the organization of participation in instructional activities. Discourse Processes, 19(1), 111–131. Google Scholar logo with link to Google Scholar
(2003). Selecting next speaker: The context-sensitive operation of a context-free organization. Language in Society, 32(2), 177–201. Google Scholar logo with link to Google Scholar
(2019). Researching multimodality in Chinese interaction: A methodological account. In X. Li and T. Ono (Eds.), Multimodality in Chinese interaction (pp. 24–62). Berlin, Boston: De Gruyter. Google Scholar logo with link to Google Scholar
Lin, F. (2014). A conversation-analytic study of word searches in EFL classrooms. [Unpublished Ph.D. dissertation, Newcastle University].
Lü, S. (1980). 《现代汉语八百词》[Xiandai Hanyu Babai Ci: 800 Words in Modern Chinese]. 商务印书馆 [Shangwu yinshuguan: Commercial press].Google Scholar logo with link to Google Scholar
Manrique, E. (2016). Other-initiated repair in Argentine Sign Language. Open Linguistics, 2(1), 1–34. Google Scholar logo with link to Google Scholar
Margutti, P. (2006). “Are you human beings?” order and knowledge construction through questioning in primary classroom interaction. Linguistics and Education, 17(4), 313–346. Google Scholar logo with link to Google Scholar
(2010). On designedly incomplete utterances: What counts as learning for teachers and students in primary classroom interaction. Research on Language and Social Interaction, 43(4), 315–345. Google Scholar logo with link to Google Scholar
Matsumoto, Y. (2019). Material moments: Teacher and student use of materials in multilingual writing classroom interactions. The Modern Language Journal, 103(1), 179–204. Google Scholar logo with link to Google Scholar
McHoul, A. W. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7(2), 183–213. Google Scholar logo with link to Google Scholar
(1990). The organization of repair in classroom talk. Language in Society, 19(3), 349–377. Google Scholar logo with link to Google Scholar
Mehan, H. (1979a). Learning lessons: The social organization of classroom behavior. Cambridge, MA: Harvard University Press. Google Scholar logo with link to Google Scholar
(1979b). ‘What time is it, Denise?’: Asking known information questions in classroom discourse. Theory into Practice, 18(4), 285–294. Google Scholar logo with link to Google Scholar
Mondada, L. (2007). Multimodal resources for turn-taking: Pointing and the emergence of possible next speakers. Discourse Studies, 9(2), 194–225. Google Scholar logo with link to Google Scholar
(2016). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality. Research on Language and Social Interaction, 51(1), 85–106. Google Scholar logo with link to Google Scholar
Mortensen, K. (2008). Selecting next speaker in the second language classroom: How to find a willing next speaker in planned activities. Applied Linguistics, 5(1), 55–79.Google Scholar logo with link to Google Scholar
(2009). Establishing recipiency in pre-beginning position in the second language classroom, Discourse Processes, 46(5), 491–515. Google Scholar logo with link to Google Scholar
Netz, H. (2016). Designedly incomplete utterances and student participation. Linguistics and Education, 331, 56–73. Google Scholar logo with link to Google Scholar
Pekarek Doehler, S. (2021). L2 interactional competence and L2 education. In S. Kunitz, N. Markee, & O. Sert (Eds.), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy (pp. 417–424). Cham: Springer. Google Scholar logo with link to Google Scholar
Rossano, F. (2012). Gaze in conversation. In J. Sidnell and T. Stivers (Eds.), The handbook of conversation analysis (pp. 308–329), Oxford, UK: Wiley-Blackwell. Google Scholar logo with link to Google Scholar
Sacks, H. & Schegloff, E. A. (2002). Home position. Gesture, 2(2), 133–46. Google Scholar logo with link to Google Scholar
Schegloff, E. A. (1968). Sequencing in conversational practice. American Anthropologist, 701, 1075–1095. Google Scholar logo with link to Google Scholar
(2000). When others initiate repair. Applied Linguistics, 21(2), 205–243. Google Scholar logo with link to Google Scholar
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell Publishing Inc.Google Scholar logo with link to Google Scholar
Selting, M., Auer, P., Barth-Weingarten, D., Bergmann, J. R., Bergmann, P., Birkner, K., Couper-Kuhlen, E., Deppermann, A., Gilles, P., Günthner, S., Hartung, M., Kern, F., Mertzlufft, C., Meyer, C., Morek, M., Oberzaucher, F., Peters, J., Ouasthoff, U., Schutte, W., Stukenbrock, A., & Uhmann, S. (2009). Gesprächsanalytisches Transkriptionssystem 2 (GAT 2). Gesprächsforschung — Online-Zeitschrift zur verbalen Interaktion, 101, 353–402.Google Scholar logo with link to Google Scholar
Sert, O. (2019). The interplay between collaborative turn sequences and active listenership: Implications for the development of L2 interactional competence. In R. Salaberry & S. Kunitz (Eds.), Teaching and testing L2 interactional competence: Bridging theory and practice (pp. 110–131). New York: Routledge. Google Scholar logo with link to Google Scholar
Sert, O. & Walsh, S. (2013). The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education, 27(6), 542–565. Google Scholar logo with link to Google Scholar
Sidnell, J. (2005). Gesture in the pursuit and display of recognition: A Caribbean case study. Semiotica, 1561, 55–87. Google Scholar logo with link to Google Scholar
Stivers, T., & Rossano, F. (2010). Mobilizing response. Research on Language and Social Interaction, 43(1), 3–31. Google Scholar logo with link to Google Scholar
ten Have, P. (2007). Doing conversation analysis: A practical guide. London: Sage Publications. Google Scholar logo with link to Google Scholar
Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3–23. Google Scholar logo with link to Google Scholar
Wang, X., Li, X., & Li, S. (2024). Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms. Classroom Discourse, 1–27. Google Scholar logo with link to Google Scholar
Waring, H. Z. (2015). Promoting self-discovery in the language classroom. International Review of Applied Linguistics in Language Teaching, 53(1), 61–85. Google Scholar logo with link to Google Scholar
(2019). The what and how of English language teaching: Conversation analytic perspectives. In X. Gao (Ed.), Second handbook of English language teaching (pp. 1053–1070). Cham: Springer. Google Scholar logo with link to Google Scholar
Waring, H. Z. & Carpenter, L. B. (2019). Gaze shifts as a resource for managing attention and participation. In J. K. Hall and S. D. Looney (Eds.), The embodied work of teaching (pp. 122–141). Bristol, UK: Multilingual Matters. Google Scholar logo with link to Google Scholar
Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy. A guide for ES/EL teachers. New York: Routledge. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue