The versatility of assessments as an interactional resource in CSL classrooms

As an omnipresent social action, assessment-making has gained increasing attention in studies on teacher-student interaction. However, few studies have investigated the patterns, organization, and functions of assessment as a multimodal package in CSL classrooms. Drawing on data from 10 hours of teaching videos, this study examines the role of assessment as an interactional resource in CSL teaching contexts. The present study has three main findings. First, assessment in CSL teaching predominantly takes a positive valence. Second, positive assessments may be further divided into lower-grade or higher-grade levels, with each level constituting a multimodal package of lexico-grammatical structures, bodily-based actions, and orientation to the learning environment. Lastly, CSL teachers employ assessments of varying degrees to fulfill distinct pedagogical demands.

在汉语二语课堂教学中教师如何利用评估形式调动学习者的课堂参与是一个尚未得到深入系统研究的课题，本研究利用课堂实际录像考察以下两个问题：（1）二语教师提供的评估性话语通常有哪些模式和组织?（2）在汉语教学中，多模态的评估性话语实现了怎样的互动功能，以及达成了怎样的教学目的？经过对数据的多模态分析，我们有三个发现。首先，汉语二语课堂中的评估绝大多数以正面的、鼓励性的话语构成。其次，积极的评估性话语可以进一步按照结构和功能被分成低级积极评估和高级积极评估，而两者在语法结构、身体动作以及学习环境的导向上都有区分。最后，教师会灵活地使用不同程度的积极评估性话语以满足多样的教学需求。本文以多模态分析和会话分析为框架，论证了评估性话语在汉语二语实践中的关键角色，并进一步探讨了在教学中动态的、即时的互动资源如何在多个维度上发挥教学作用。