A multimodal approach to the collective engagement device ‘yìqǐ V’ in the CSL/CFL classroom

This study investigates the explicit collective engagement (CE) device ‘yìqǐ V,’ ‘let’s V together,’ especially ‘yìqǐ shuō ,’ ‘let’s speak together,’ in Chinese as a second/foreign language classrooms. Focusing on the teacher’s role in encouraging students’ verbal participation, findings reveal that, despite having the same form, yìqǐ shuō constructs different pragmatic meanings and interactional functions based on the pedagogical contexts, such as eliciting either answers (Q-type) or repetition (R-type), through specific turn design and sequence organization. Furthermore, teachers frequently employ various verbal and non-verbal cues — including specific gestures, prosody, and environmental resources — in conjunction with yìqǐ shuō. This micro-level analysis demonstrates experienced native Mandarin teachers’ CE strategies and actual practices. Its findings provide non-native teachers with a structured and concrete multimodal framework that they may incorporate to enhance clarity in student engagement.

本文以“一起V”结构，尤其是“一起说”作为研究对象， 探讨显性集体参与引导策略在中文作为第二语言/外语课堂中的运用。本研究聚焦于教师在引导学生口头参与中的角色，采用会话分析的方法考察实际课堂中教师和学生之间的互动。结果显示，教师通过特定的话轮设计和序列组织来运用“一起说”。因此，尽管形式相同，“一起说”在不同教学情境中构建出两种不同的语用意义和互动功能：一是引导学生回答（Q型），二是引导学生重复（R型）。此外，教师常常将“一起说”与手势、韵律以及周边环境资源等口语和非口语手段相结合使用。本研究的微观分析表明了经验丰富的母语者中文教师在引导学生集体参与时所运用的手段和实际操作。该分析结果为母语为非中文的教师提供一个结构化的，具体的多模态框架，帮助他们在课堂教学中加以运用，从而确保引导学生集体参与的清晰度。