1887
Volume 16, Issue 2
  • ISSN 1877-7031
  • E-ISSN: 1877-8798
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Abstract

This study examines how teachers employ the Chinese manner demonstrative, ‘like this; this way,’ to direct students’ attention toward their embodied actions during instructional demonstrations. Data consists of 84 cases from 12.5 hours of videotaped interaction in a cooking class in Taiwan. Drawing on interactional linguistics, the study explicates the distinct interactional imports of when used (a) before, (b) after, (c) concurrently with, or (d) during a continuous demonstrated action, analyzing its linguistic structure, multimodal configuration, and sequential positioning. The multimodal analysis reveals how the design of -marking instruction reflects teachers’ orientation toward the progressivity and materiality of a demonstrative activity and how gaze shows participants’ understanding of . By examining the interplay between grammar, embodiment, and material transformations, the study contributes to our understanding of the reflexive relationship between grammar choices and activity context.

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/content/journals/10.1075/cld.24036.hua
2025-07-08
2026-07-13
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