Managing attention and participation in classroom interaction

This study investigates the multimodal use of the Mandarin discourse marker lái in Chinese as a Second Language (CSL) classrooms. It explores how lái is employed by teachers to structure and manage classroom interactions, particularly in the context of the Initiation-Response-Feedback/Evaluation (IRF/E) sequence. The research employs conversation analysis (CA) and multimodal analysis to examine the usage and functions of lái within local and global sequential contexts. The study reveals that lái serves dual functions: within IRF/E sequences, it acts as a ‘go-ahead’ directive for student responses. Beyond IRF/E sequences, lái operates as a proximal ‘here’ deictic to redirect student attention. The findings highlight the importance of multimodality in classroom communication and the adaptability of lái in various interactional contexts. The study contributes to the understanding of discourse markers/particles in classroom discourse and has implications for language teaching and learning.

本研究探讨了在汉语作为第二语言（CSL）课堂中，普通话话语标记“来”的多模态使用。研究分析了教师如何使用“来”来构建和管理课堂互动，特别是在启动-反应-反馈/评估（IRF/E）序列的背景下。研究采用会话分析（CA）和多模态分析方法，考察了“来”在局部和全局顺序语境中的使用和功能。研究发现“来”具有双重功能：在IRF/E序列中，它作为学生反应的“开始”指令；在IRF/E序列之外，它作为“这里”指示词来重新引导学生的注意力。研究结果强调了多模态性在课堂沟通中的重要性以及“来”在各种互动情境中的适应性。该研究增进了我们对课堂话语中话语标记的理解，并为语言教学提供了教学启示。