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Volume 59, Issue 3
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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Abstract

Abstract

This study investigates the multimodal use of the Mandarin discourse marker in Chinese as a Second Language (CSL) classrooms. It explores how is employed by teachers to structure and manage classroom interactions, particularly in the context of the Initiation-Response-Feedback/Evaluation (IRF/E) sequence. The research employs conversation analysis (CA) and multimodal analysis to examine the usage and functions of within local and global sequential contexts. The study reveals that serves dual functions: within IRF/E sequences, it acts as a ‘go-ahead’ directive for student responses. Beyond IRF/E sequences, operates as a proximal ‘here’ deictic to redirect student attention. The findings highlight the importance of multimodality in classroom communication and the adaptability of in various interactional contexts. The study contributes to the understanding of discourse markers/particles in classroom discourse and has implications for language teaching and learning.

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2025-04-22
2025-05-15
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