CONSTRUCTING MICRO-CONTEXT IN CHINESE L2 CLASSROOMS: A CONVERSATION-ANALYTIC STUDY OF TEACHER-STUDENT INTERACTION

Autoři

  • Xinyue Li Center “Confucius Institute in Kraków” Jagiellonian University, Kraków, Poland

DOI:

https://doi.org/10.46827/ejfl.v10i2.6780

Klíčová slova:

micro-context, Chinese L2 classroom, interactional contingency, dialogic syntax, teacher-student interaction

Abstrakt

This study examines the dynamic construction of micro-context in Chinese as a second language (L2) classrooms through teacher–student interaction. Drawing on van Lier’s concept of contingency and Du Bois’s dialogic syntax, it conceptualizes micro-context as an interactionally emergent phenomenon shaped through the ongoing negotiation of pedagogical goals and participants’ responses. Using conversation analysis, the study investigates naturally occurring interaction from online Chinese L2 classrooms. The analysis identifies five recurring patterns of micro-context development, distinguished by different relationships between goal orientation and interactional contingency. These patterns range from highly teacher-controlled, transmission-oriented exchanges to collaboratively constructed, dialogic interactions. Findings indicate that productive micro-contexts emerge when teachers maintain pedagogical direction while remaining responsive to students’ contributions, allowing interactional goals to evolve during classroom discourse. The findings contribute to a reconceptualization of classroom context as a dynamic interactional achievement and offer a more flexible understanding of the IRF sequence as contingent and dialogically variable. Implications are discussed for enhancing interactional quality and learner participation in Chinese language classrooms.

Biografie autora

  • Xinyue Li, Center “Confucius Institute in Kraków” Jagiellonian University, Kraków, Poland

    Xinyue Li is a Chinese language instructor at the Confucius Institute in Krakow, Poland. She received an M.A. in Teaching Chinese to Speakers of Other Languages (MTCSOL) from Beijing Foreign Studies University. Her research interests include Chinese language pedagogy, classroom discourse, intercultural communication, and Chinese cultural reception.

    ORCID: https://orcid.org/0009-0001-1639-2972

Reference

Allwright D. & Bailey K.M. (1993). Focus on the language classroom: an introduction to classroom research for language teachers. The Modern Language Journal 77: 92. Retrieved from https://books.google.ro/books/about/Focus_on_the_Language_Classroom.html?id=2oDhkXnHApQC&redir_esc=y

Bellack, A. A., Kliebard, H. M., Hyman, R. T. & Smith, F. L. (1966). The language of the classroom. New York: Teachers College Press. Retrieved from https://eric.ed.gov/?id=ED003273

Black, P. & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21 (1): 5–31. https://doi.org/10.1007/s11092-008-9068-5

Chaudron, C. (1977). A descriptive model of discourse in the corrective treatment of learners’ errors. Language Learning 27: 29-46. https://doi.org/10.1111/j.1467-1770.1977.tb00290.x

Du Bois, J. & Giora, R. (2014). From cognitive-functional linguistics to dialogic syntax. Cognitive Linguistics 25 (3): 351-357. https://doi.org/10.1515/cog-2014-0023

Harris, Z. S. (1952). Discourse Analysis. Language 28(1):1-30. Retrieved from https://doi.org/10.2307/409683

Hatch, E. (1992). Discourse and Language Education. Cambridge: Cambridge University Press. Retrieved from https://books.google.ro/books/about/Discourse_and_Language_Education.html?id=OYByQgAACAAJ&redir_esc=y

Jones, E. E. & Gerard, H. B. (1967). Foundations of Social Psychology. New York: John Wiley & Sons. Retrieved from https://books.google.ro/books/about/Foundations_of_Social_Psychology.html?id=HMEhAAAAMAAJ&redir_esc=y

Kumaravadivelu, B. (2002). Beyond Methods: Macro-strategies for Language Teaching. New Haven: Yale University Press. Retrieved from https://books.google.ro/books/about/Beyond_Methods.html?hl=sv&id=mupIvgAACAAJ&redir_esc=y

McCarthy, M. & Carter, R. (1994). Language as Discourse: Perspectives for Language Teaching (1st ed.). London: Routledge. Retrieved from https://books.google.ro/books/about/Language_as_Discourse.html?id=92QSBAAAQBAJ&redir_esc=y

Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, Mass.: Harvard University Press. Retrieved from https://books.google.ro/books/about/Learning_Lessons.html?id=t1EQAQAAMAAJ&redir_esc=y

Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System 70: 14-25. https://doi.org/10.1016/j.system.2017.08.008

Sinclair, J. McH. & Coulthard, R. M.(1975). Towards an analysis of discourse. Language in Society, 6(2): 296–299. https://books.google.ro/books/about/Towards_an_Analysis_of_Discourse.html?id=zYucAAAAMAAJ&redir_esc=y

Van Lier L. (1997). Observation from an ecological perspective, TESOL Quarterly 31 (4): 783-787. https://doi.org/10.2307/3587762

Van Lier, L. (1988). The classroom and the language learner: ethnography and second Language classroom research. London: Longman. Retrieved from https://books.google.ro/books/about/The_Classroom_and_the_Language_Learner.html?id=AiJiAAAAMAAJ&redir_esc=y

Van Lier, L. (1996). Interaction in the language curriculum: awareness, autonomy and authenticity. London: Longman. Retrieved from https://books.google.ro/books?id=cWq4AwAAQBAJ&printsec=frontcover&redir_esc=y#v=onepage&q&f=false

Walqui, A., & Lier, L.V. (2010). Scaffolding the Academic Success of Adolescent English Language Learners: A Pedagogy of Promise. San Francisco: WestEd. Retrieved from https://eric.ed.gov/?id=ED585517

Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. London： Routledge. Retrieved from https://books.google.ro/books/about/Exploring_Classroom_Discourse.html?id=brnKbwAACAAJ&redir_esc=y

Zima E. & Brône G. (2015). Cognitive linguistics and interactional discourse: time to enter into dialogue. Language and Cognition 7(4): 485–498. Retrieved from https://www.cambridge.org/core/journals/language-and-cognition/article/abs/cognitive-linguistics-and-interactional-discourse-time-to-enter-into-dialogue/51A6B63711E7B7F463B445E5C23A01F9

高彦梅（2018），对话共鸣与衔接和谐，《现代外语》41（03）：320-332。

兰良平、黄伟嘉（2022），课堂互动的结构模式研究：会话分析和语言社会化的融合视角，《外语界》01：30-38。

王初明（2010），互动协同与外语教学，《外语教学与研究》04：297-299。

王德亮（2018），论对话句法共鸣，《当代语言学》20（02）：214-229。

杨华、文秋芳（2013），课堂即时形成性评估研究述评：思考与建议，《外语教学理论与实践》03：33-38+95。

杨华、文秋芳（2014），外语课堂即时形成性评估的“相倚性”研究，《外语教学》04：41-45。

Stažení

Publikováno

2026-06-09

Číslo

Vol 10 No 2 (2026)

Sekce

Articles

Licence

Authors who publish with this journal agree to the following terms:

 

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

 

  1. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

 

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).