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Volume 7, Issue 2
  • ISSN 2589-109X
  • E-ISSN: 2589-1103
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Abstract

Abstract

Adopting an applied conversation analysis (CA) perspective, this study explores the sequential organization of English used by a Chinese as a foreign language instructor, the actions projected and achieved through the instructor’s use of English, and how the instructor’s use of English influences students’ use of English and Chinese. We draw on video-recorded data of an advanced-level business Chinese class and conduct a micro-analysis of the instructor’s use of English in sequence-initiating, sequence-expanding, and sequence-closing positions. Contrary to pedagogical concerns that an instructor’s use of English may encourage students to use English to the detriment of L2 learning, the data support the idea that L2 use and learning can be optimized when L1 resources (e.g., English) are used judiciously to advance the instructor’s pedagogical agenda. Thus, while English is an omnipresent potential resource in the classroom, the instructor and students orient to it as one tool among several that can enhance the main business of their interactions: learning Chinese for business purposes.

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/content/journals/10.1075/ap.23006.wan
2025-11-04
2025-11-17

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/content/journals/10.1075/ap.23006.wan
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  • Article Type: Research Article
Keyword(s): classroom discourse; conversation analysis; English use in L2 teaching; L2 instruction; sequential analysis

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