The Interactional and Pedagogical Relevance of Teachers’ Linguistic Practices in Chinese Language Classroom

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Language Learning: Instructional Practices and Student Engagement (Table 7)

Abstract

Adopting a corpus-based Conversation Analysis (CA) approach, my dissertation aims to investigate how teachers exploit various linguistic devices to manage various tasks and activities in language lesson and how such linguistic practices might increase interactional space to promote students’ participation and pedagogical effects. The first study of my dissertation focused on examining teachers’ use of self-referential terms. While it has been widely noted that in classroom contexts, teachers often alternate their roles to present different pedagogical focus to students by making use of different self-referential terms, most research focus on university lectures and revolved around English language. Therefore, this study aims to investigate when and how teachers make use of different self-referential terms in Chinese language classroom.

Author

• Yingsheng Liu, University of California - Los Angeles