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image of Multimodal resources for managing student participation after unsuccessful designedly incomplete utterances in CSL classrooms
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Abstract

Abstract

L2 teachers employ various multimodal resources, including designedly incomplete utterances (DIUs), to elicit student response in classroom interaction. Building on the work of Wang et al. (2024), this study further investigates how Chinese-as-a-second-language (CSL) teachers use multimodal resources to elicit student responses when DIUs fail to prompt a response. A two-step pattern has been observed in the data. First, the teachers routinely employ scanning gaze and body holds to enhance student participation while they wait for a student response. After that, interrogatives, repetition, and pedagogical artifacts (such as PowerPoint slides) are used as hints to increase the transparency of answers. By providing a micro-level analysis of real classroom interaction and case distribution numbers, this paper demonstrates how teachers orient to and address the issue of a lack of response. This research contributes to a deeper understanding of classroom interactional competence and provides insights for enhancing language teaching practices.

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2025-04-01
2025-04-25

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/content/journals/10.1075/csl.00059.wan
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Multimodal resources for managing student participation after unsuccessful designedly incomplete utterances in CSL classrooms
John Benjamins ; https://doi.org/10.1075/csl.00059.wan
/content/journals/10.1075/csl.00059.wan
/content/journals/10.1075/csl.00059.wan
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  • Article Type: Research Article
Keywords: student participation ; 多模态课堂互动 ; elicitation ; 启发提示语 ; 句法非完整句式 ; 学生参与 ; multimodal classroom interaction ; designedly incomplete utterances

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