Strategies for Fostering Interaction in Online Classrooms:A Conversation Analysis of Teacher-Student Verbal Interaction in Random Questioning in Pandemic-Initiated Online Teaching

This paper aims to explore how a veteran teacher organizes online teaching initiated by the pandemic and how she deals with the problems in online teacher-student verbal interaction.By analyzing a corpus of 20 audio-recorded online lessons between a math teacher and her students during the COVID-19 pandemic from April 11 to May 10,2022,four interactional segments are selected as the focus of the study.The results of the conversation analysis of the segments showed that students’modesty,lack of confidence,lack of ability,and network delay are the main factors affecting online teacher-student interaction.By encouraging students to answer questions,enlightening students to give answers,enriching students’answers,and entertaining the teaching atmosphere(“4Es”strategies),the teacher solved the problems successfully.The findings from this study can provide pedagogical experience and implications for practical teaching.

The Implication of Conversation Analysis in Oral English Teaching

Learners from the traditional Chinese English Classroom immerse in 'perfect English'.However,the Standard English makes them loose the chance to discover the talking rules behind the language,and leads them into an embarrassed situation,when stating a real talk with a native English speaker.From conversation analysis of a real English conversation,the learner can see how a native speaker reacts in a real conversation,how and when he/she gains the talking turns and how he/she responds to others' speech.Meanwhile,it offers a chance to learn the phenomenon in an ordinary conversations,such overlapping,pause,interruption,disfluency,etc.They make the real conversation not as 'perfect' as it is in the textbook,but they can help the learner to be well prepared for a talk in the real life.

Conversational Analysis of Power and Solidarity in Chinese Community Correction Discourse

This paper mainly discusses the power and solidarity among participants in the community correction discourse from sociolinguistic perspective by adopting the methodology of conversation analysis.Through the comparative study of the steps of Initial Evaluation and Entry Ceremony in community correction,this paper analyses the power and solidarity in the features of adjacency pair and turn-taking,and finds that the step of Initial Evaluation is relatively negotiable and represents the social relationship of solidarity,while the step of Entry Ceremony stresses more on social distance and power relationship.The reasons that cause the power and solidarity in the Initial Evaluation and the Entry Ceremony from the perspective of social identity and social purposes are also explored.

Conversation Analysis and Its Implications for Teaching Speaking in a Language Classroom

This paper discusses some key concepts in Conversation Analysis （CA）. Using the transcription symbols mainly developed by Jefferson （1974）, the author transcribes an authentic spoken text to further illustrate to the reader how the analysis of the organization of a conversation or talk-in-action could be approached. The paper concludes that as key concepts in CA make possible the micro-level analysis of a conversation, classroom activities deriving from CA can highlight the micro-interactional level of a talk and teachers are able to explore language performance from a microanalytic perspective.

From Xu to the Development of L2 Interactional Competence: A Conversation Analytic Case Study

Dialogues are fundamentally driven by xu(C. Wang, 2016, 2017), a Chinese word meaning continuation that captures the process in which interlocutors participate in interaction through the actions of(utterance) completion,(content) extension, and(topic) creation(CEC). This article reports a conversation analytic case study designed to investigate how the continuation strategies of CEC are used in real-time communication to achieve mutual understanding, and thus to construct intersubjectivity(Verhagen, 2005) and promote the development of second language(L2)interactional competence. Our data consisted of audio and video recordings of a 25-minute conversation between two L2 English speakers, one expert and one novice, and a stimulated recall interview with them. Results revealed that the expert employed CEC at the early stage of interaction to maintain successful communication, and the novice gradually aligned with the expert and used CEC to achieve mutual understanding, construct intersubjectivity, and create opportunities for interaction and learning at the late stage, displaying her development of L2 interactional competence. Our findings have useful implications for theoretical and methodological development of the xu-argument studies as well as for xu-based L2 pedagogy.

An Inquiry Into the Multimodal Teaching and Learning of EFL in Open University of China—Research Based on a Sharing Community of WeChat Group Chat of Students of Taizhou Radio&TV University

With the availability of technology,multimodal teaching and learning becomes an important part of English teaching and learning among English teachers in China and Chinese adult students.WeChat group chat is a platform where the multimodal resources are thrived,namely,links to an official account,photos of English expressions that come in the form of screen shots,etc.And to a group chat with English learning as a specific goal,the multimodal resources include the English conversations between teachers in the group and the teacher’s lecture as well.In order to figure out how exactly the multimodal teaching facilitates learning,and how the peer learning promotes learning,we carry out research based on a sharing community of WeChat group chat of students of Taizhou Radio&TV University organized by teachers of English as a foreign language(EFL).With the sizable data,this paper brings multimodal interaction,sociolinguistic interaction,and conversational analysis together.We explore how the teachers and students participate in the chat with their specific identities by means of a detailed analysis of the selected chat in the group within consecutive 10 months in a year(from March 5th,2019 to December 26th,2019)as well as the data analysis of a questionnaire.This paper contributes to the literature of how to motivate the adult students to participate in the English learning group chat.It also has potential applicability for educators to develop strategies for language learners to guide them in creating and transmitting their social identities.

The Influence of the Korean Wave on the Language of International Fans： Case Study of Algerian Fans

The linguistic influence of the Korean Wave （Hallyu, which refers to the Korean pop and drama） on the language of International fans is that of a salient but not linguistically examined phenomenon. This study investigates the major aspects of this influence and the linguistic reasons behind its global prevalence. The practical part of this study is conducted on Algerian Hallyu fans from which a sample of 139 participants responded to the questionnaire used as a research instrument for achieving the goal of this study. Findings reveal that Hallyu influence is widely spread in Algeria, where by 98.5% of the participants declared the existence of this influence. This impact on participants＇ language starts from using Korean words in their daily discourse to using English words with an adapted Hallyu meaning and to naming phone contacts with the accurate Korean terms of kinship and endearment. Then, they start using linguistically odd inside jokes taken from Korean idols＇ and K-dramas＇ speech, employing Korean proverbs in their conversations, and gradually adopting a different pronunciation of some English sounds. Moreover, their language stands as a sample of Corpus Planning with two types： Modernization and Graphization. Some words are modernized in order to bridge the gap through Hallyu pals＇ communication with more precise words, while other words are graphitized for the sake of developing new terms or new meanings or to shorten long ones. This thesis contributes to the study of random language, generally, and to Hallyu language, specifically, as an aspect of Conversation Analysis （CA）.

On preferred and dispreferred second turns in interaction

Conversation analysis （CA） is an integral part of the study of language in communication, in which preference organization is an important topic for pragmatic research. This paper makes a study of preferred and dispreferred second turns in naturally occurring interactions to show structurally expected or unexpected responses from the second parts of the adjacent pairs. The study is based on the analysis of examples of people＇s actual conversations. It is concluded that in actual conversations, the speaker may make a preferred or dispreferred answer in either marked or unmarked form according to the speaker＇s intention and conversation circumstances.

Authenticity and College Oral English Teaching

This paper aims to explore how to bring authenticity into oral English class. By discussing a number of conversational features which are prominent in every day interaction, but are lacking in the standard English material our students are learning every day, we suggest that everyday conversation is different from standard written English, so taking standard written English as a model in our oral English class is not feasible. We believe that applying CL （corpus linguistics） and CA （conversation analysis） into oral English classroom to design the learning material and classroom tasks is a good way to enhance the authenticity of language learning.

Modes to Open a Conversation

All of us make conversations with others in a certain social context every day, though the mode to start them is various from different persons, occasions and circumstances. This paper is an attempt to analyze the variety of modes to open a conversation in different situations from the viewpoint of discourse analysis.

“Em”:Pragmatics Borrowing in Chinese Wechat Conversations:among Female University Students in China

The term“pragmatics borrowing”refers to a conscious use of foreign pragmatic marker within or between utterances.Distinctive pragmatics functions of using the“cross-linguistic”pragmatic markers in online conversations have become a research focus.In a sample of Wechat communication among university students,the English pragmatics marker“em”and its variations occurred frequently.By analyzing its spelling variations,placement,pragmatic meanings and functions,the study indicates that,besides using it as a hesitator,chat participants consciously use this foreign pragmatic marker as a buffer for later utterance,which is usually an apology or a request,to soften the intonation and give the addressee an impression of politeness.

流行语中的中性化语言构建Construction of the Neutral Gender Identity in Catchword

Catchword, also called catch phrase, usually has rich cultural connotations in seemingly simple phatic communion and daily conversation, as one kind of lexical phenomenon. It reflects the issues that interest people a lot in a period of time of a country or an area. Different catchwords act as the mirror of social changes, which seems to be sensitive nerve of human life. Nowadays a new gender image— the neutral gender identity is constructed in social intercourse when the speakers choose certain kinds of method for establishment of a distinct identity. The study will demonstrate that the Chinese are of no exception, especially their phatic communion online. People show neutral linguistic characters to construct untypical male or female identity—the neutral gender identity is under construction, which demonstrates the interactive nature between language and gender and enriches sociolinguistic research.

The Interface Between Pragmatics and Conversation Analysis

In his authoritative and brilliant account of Pragmatics,Levinson(1983)included Conversation Analysis(CA)firmly as part of Pragmatics.Others have perhaps been more cautious,even sceptical,about whether CA is really relevant to the Pragmatics programme;and it has to be said that some conversation analysts have been rather stand-offish about being associated with Pragmatics,regarding CA’s programme as very different from that of Pragmatics.Whilst there are many differences and divergences between CA and Pragmatics,my own view is that CA shares with Pragmatics a number of focal interests that lie at or close to the heart of each.So I will explore some connections between them,focusing on the contributions CA makes to our understanding of the pragmatics of language use,especially in three of the foundational areas of Pragmatics—namely Implicature(e.g.from Grice 1975),Speech Acts(social action)(e.g.from Austin 1962 and Searle 1969)and Presupposition and Well-Formedness(e.g.from Lakoff1971).I will show examples that demonstrate the distinctiveness of CA’s approach to these core pragmatic aspects of language use—in the spirit of demonstrating how CA’s approach complements and does not detract from approaches in Pragmatics.

Using Conversation Analysis to Study Gender:An alternative to the ‘gender-differences’ paradigm

Research on gender and language has typically been underpinned by the premise that women and men are essentially different,and that these differences are evident in how they talk.In this paper,I introduce—and argue in favour of—the conversation analytic(CA)approach to gender as an alternative to a gender-differences paradigm.I describe what I take to be the three main challenges that conversation analysts have levied against such an approach,which I summarise as:a question of evidence,a question of relevance,and a question of existence(or ontology).I then describe,and critically evaluate,the classic solution to these questions that conversation analysts have proposed:a focus on‘participant orientations’to gender.I suggest that—in addition to correcting some of the mistaken analyses of interactional phenomena evident in gender-differences research—CA can inspire new ways of thinking about old research questions.I also propose that the question of what counts as an orientation to gender and,relatedly,how best to analyse the taken-for-granted social world,provide particularly fruitful areas for future research.I conclude by calling on researchers and students of gender to avoid using the assumption of essential difference as the starting point for academic endeavour.

Referring to Third-Persons in English Interaction： A Single Case Analysis

Talking about and referring to others is a fundamentally human activity that relies on the meaningful use of referring expressions for interlocuters to be able to identify the specific individual( s) being spoken of. With a primary focus on practices for referring to third parties,the broad aim of this paper is to show that whilst the selection of referring expression is based on complex,deeply social and cultural conventions,it is also a highly systematic and orderly activity. More specifically,this paper explores an interactional 'puzzle' contained in a single piece of data,in which a daughter — in conversation with her mother — refers to her father( her mother's ex-husband) in three different ways in quick succession. In doing so,we illustrate the potential interactional import of referring expressions for accomplishing social action beyond indexing an individual. In analysing this single case,one procedure for doing conversation analytic work is also illustrated. That is,in contrast to building and analysing collections,this paper draws on and applies what is already known from previous conversation analytic literature about practices for referring to persons. In analysing one fragment in which reference to a third party is made,we will review the fundamentals of the organisation of person reference in English.

Interaction in Assessment-Oriented Role Play:A Conversation Analytic Approach

To date, only a handful of studies have investigated the interlocutor effects on peer-peer test discourse, and they focus almost exdusively on the paired format in the Cambridge speaking tests, which is mostly a discussion type collaborative task. In the oral English test administered by a Chinese university under the present study, role-play is a major test type. This study chose for analysis three out of over 100 video recordings of test takers participating in role- play-based interaction. The author adopted conversation analysis （CA） and Young＇s （2000） constructivist, practice-oriented view of interaction and competence to assist the interpretation of speech exchange throughout the interaction. It is evident from the data that learners make use of various interactional resources and employ different strategies in the assessment- based role play. It could be tentatively concluded from the conversation analysis of the paired interaction that the interaction framework together with the participants＇ strategic competence in negotiating their own interactional resources, to a great extent, determines their joint performance of the collaborative task. The configuration of pairing in terms of proficiency is found to have an impact on joint interaction performance and strategic use. The implications of the current study include： interactional competence could be more readily accessed via role play than discussion type of pair work; qualitative conversation analysis of test takers＇ actual practices can reveal what quantitative methods are unable to detect, and therefore is an indispensable complement.

Promoting Student Participation in Seminar Courses:A Case Study

Using a conversation analysis approach, the present study investigates the teacher-led question-answer sequences of one successful seminar course （Short Stories and Western Culture） within the curriculum reform for English majors in Beijing Foreign Studies University, aiming at uncovering an effective way of integrating disciplinary learning with language skills development. The result of the analysis shows that the teacher of the course, who perceives student participation as an indispensable ingredient of his class, often uses more divergent, opinion-seeking questions to initiate discussion and uses four types of expansion question on his turns to promote student participation, namely, probing questions （PQ）, clue-giving questions （CQ）, elaboration requests （ER）, and agreement checks （AC）. The study also generates an I-R-（E）-F-FC [Initiation-Response-（Evaluation）-FoUow up-Further Contribution] model, in which the teacher attempts to promote student participation and guide the construction of students＇ understanding.

Language and Social Institutions: The Conversation Analytic View

This paper considers some of the main lines of development in the application of conversation analysis(CA)to interactions in work settings such as medicine,education,law enforcement,courts,mass media etc.The paper describes some basic differences between ordinary conversational interaction and work-based institutional talk,that center on the range of language practices deployed in the two types of environment,and the forms of social change to which each is subject.Subsequently,six basic dimensions of organization are identified as sites of research on institutional talk:(1)Turn-taking organization;(2)Overall structural organization of the interaction;(3)Sequence organization;(4)Turn design;(5)Lexical choice;(6)Epistemic and other forms of asymmetry.Finally research on the causes of change in institutional language practices,and on the consequences of language practices for the outcomes of interactions is described.

Synthesis,characterization,and photocatalytic activity of porous La–N–co-doped TiO_2 nanotubes for gaseous chlorobenzene oxidation

The photocatalytic oxidation of gaseous chlorobenzene（CB） by the 365 nm-induced photocatalyst La/N–Ti O2, synthesized via a sol–gel and hydrothermal method, was evaluated. Response surface methodology（RSM） was used to model and optimize the conditions for synthesis of the photocatalyst. The optimal photocatalyst was 1.2La/0.5N–Ti O2（0.5） and the effects of La/N on crystalline structure, particle morphology, surface element content, and other structural characteristics were investigated by XRD（X-ray diffraction）, TEM（Transmission Electron Microscopy）, FTIR（Fourier transform infrared spectroscopy）, UV–vis（Ultraviolet–visible spectroscopy）, and BET（Brunauer Emmett Teller）. Greater surface area and smaller particle size were produced with the co-doped Ti O2 nanotubes than with reference Ti O2. The removal of CB was effective when performed using the synthesized photocatalyst,though it was less efficient at higher initial CB concentrations. Various modified Langmuir-Hinshelwood kinetic models involving the adsorption of chlorobenzene and water on different active sites were evaluated. Fitting results suggested that competitive adsorption caused by water molecules could not be neglected, especially for environments with high relative humidity. The reaction intermediates found after GC–MS（Gas chromatography–mass spectrometry） analysis indicated that most were soluble, low-toxicity, or both. The results demonstrated that the prepared photocatalyst had high activity for VOC（volatile organic compounds） conversion and may be used as a pretreatment prior to biopurification.

Functions of you know and I mean in Academic Seminar Discussions by ELF Speakers

This study described the functions of you know and I mean in contexts of academic seminar discussions by ELF speakers. The data used in the study consisted of the multicultural discussions in the corpus of English as a lingua franca in academic settings （ELFA）. The approach of conversation analysis （CA） was used together with corpus techniques with the aim to provide quantitative support to function categorizations which were drawn from qualitative analysis. Results of the study not only demonstrated the multi-functionality of you know and I mean but also suggested that these two discourse markers played specific functions in academic seminar discussions under ELF contexts. In the context of cross-cultural and academic communication where problematic terms may occur, we found that you know was mainly used to achieve clarity, while I mean was primarily used to correct previous statements and dysfluencies. The findings of this study will help ELF speakers communicate more effectively in academic interactions by recognizing the functions of discourse markers and using them properly.