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Abstract

Abstract

In this introduction to the special issue, we provide an overview of the features and development of key approaches to teacher-student interaction in second language (L2) classrooms (and tutoring sessions). Our goal is to emphasize the importance of (re)conceptualizing instructor-student interaction from a multimodal perspective, rather than focusing solely on verbal exchanges. We argue that by examining the coordination of verbal communication, non-verbal/embodied actions, conversation participation structures, and salient artifacts in the environment, we can gain a more comprehensive understanding of instructor-student engagement patterns. Furthermore, we contend that video-based empirical research in this area holds both theoretical significance and practical value. The papers in this special issue all adopt a perspective that is multimodal, interactional, and theoretical as they investigate a variety of interactional settings in the context of Chinese as a second language (CSL). This introduction concludes with summaries of the papers and provides insights into potential future directions for research in this area.

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2025-03-18
2025-04-25

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/content/journals/10.1075/csl.00054.zho
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  • Article Type: Introduction
Keywords: 会话分析 ; classroom interaction ; interactional linguistics ; 多模态参与 ; tutoring ; 互动语言学 ; multimodal engagement ; video-based analysis ; Teacher-student interaction ; conversation analysis ; 课堂互动 ; 基于视频的分析 ; 师生互动

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