Linguistics and Education最新文献

Rhetorical evolution in mathematical modelling: A diachronic analysis of metadiscourse in MCM/ICM contest papers 数学建模中的修辞演变：MCM/ICM竞赛论文中元话语的历时分析

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-24 DOI: 10.1016/j.linged.2026.101507

Chuanming Yang , Yunjie Guo , Junjie Shao , Lin Zhang , Feng Kevin Jiang

This study investigates diachronic changes in metadiscourse within a relatively under-researched STEM genre: Mathematical Contest in Modelling (MCM) and Interdisciplinary Contest in Modelling (ICM) reports. Focusing on introduction sections, where writers must frame the problem, justify modelling choices, and persuade judges of the significance of their approach, we examine how student writers adapt rhetorical strategies in response to evolving evaluative demands. A corpus of 120 award-winning papers across two timeframes (2004–2013 and 2014–2023) was analysed using Hyland’s (2005a) model of interactive and interactional metadiscourse. Corpus searches were supplemented with functional coding to capture genre-specific forms. Results show a notable rise in engagement markers and boosters, accompanied by a decline in hedges and attitude markers. These trends indicate a shift toward more reader-oriented and assertive discourse, reflecting both broader developments in STEM communication and the contests’ particular communicative demands, where informative exposition is combined with persuasive promotion. The findings highlight the distinctive rhetorical identity of MCM/ICM introductions, which differ from other sections such as conclusions, and from conventional STEM writing more broadly. By tracing rhetorical evolution across two decades, the study demonstrates how student writers negotiate credibility, coherence, and persuasion within highly competitive contexts. The study contributes to ESP research by clarifying how genre- and section-specific pressures shape metadiscourse use. Pedagogically, it underscores the value of explicit instruction in the persuasive deployment of metadiscourse resources, helping STEM students develop rhetorical awareness alongside technical competence.

本研究调查了一个研究相对较少的STEM类型：数学建模竞赛（MCM）和跨学科建模竞赛（ICM）报告中的元话语的历时变化。重点介绍部分，其中作家必须框架的问题，证明模型的选择，并说服他们的方法的重要性的法官，我们研究学生作家如何适应修辞策略，以应对不断变化的评估需求。使用Hyland（2005）的互动和互动元话语模型对两个时间段（2004-2013年和2014-2023年）的120篇获奖论文进行了分析。语料库搜索补充了功能编码，以捕获特定类型的形式。结果显示，敬业度标记和助推器显著上升，同时模糊标记和态度标记下降。这些趋势表明，转向更以读者为导向和自信的话语，反映了STEM交流的更广泛发展和竞赛的特殊交流需求，其中信息展示与有说服力的宣传相结合。研究结果强调了MCM/ICM引言的独特修辞特征，它不同于结论等其他部分，也不同于更广泛的传统STEM写作。通过追踪20年来修辞的演变，该研究展示了学生作家如何在竞争激烈的环境中谈判可信度、连贯性和说服力。该研究阐明了特定类型和特定区段的压力如何影响元语篇的使用，从而有助于ESP研究。在教学上，它强调了明确指导在元话语资源的说服性部署中的价值，帮助STEM学生在培养技术能力的同时培养修辞意识。

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引用次数: 0

Constructing the nation through textbook discourse: Social representations of China in middle school civics education 教科书话语中的国家建构：中学公民教育中的中国社会表征

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-22 DOI: 10.1016/j.linged.2026.101506

Yue Zhang

This study examines how Chinese middle-school Morality and Law textbooks construct and communicate representations of the nation within contemporary civics education. Drawing on Social Representations Theory, it employs a two-tiered analytical framework combining content analysis with discourse-pragmatic interpretation. The analysis shows how abstract national images are anchored in cultural narratives and objectified through familiar symbols, historical figures, and forms of figuration. Emotional meanings are subtly embedded within these semiotic resources, fostering cohesive patterns of civic attachment while shaping the interpretive possibilities available to learners. Developmental shifts across grade levels reveal a progression from interpersonal ethics to institutional and global framings. Comparative observations indicate that this representational coherence differs from more heterogeneous civic discourses in other contexts. By examining language as a mediating resource in learners’ moral and emotional socialization, the study contributes to research on educational discourse and meaning-making, illustrating how textbook narratives organize shared meanings and shape civic sensibilities in school contexts.

本研究探讨中国中学《道德与法律》教材如何在当代公民教育中建构和传播国家的表征。它借鉴社会表征理论，采用内容分析与语篇语用解释相结合的双层分析框架。分析显示了抽象的国家形象如何在文化叙事中被锚定，并通过熟悉的符号、历史人物和形象形式被客观化。情感意义巧妙地嵌入在这些符号资源中，在塑造学习者可用的解释可能性的同时，培养公民依恋的凝聚力模式。跨年级的发展转变揭示了从人际伦理到制度和全球框架的进展。比较观察表明，这种代表性的连贯性不同于其他语境中更为异质的公民话语。通过研究语言作为学习者道德和情感社会化的中介资源，本研究有助于研究教育话语和意义构建，说明教科书叙事如何在学校背景下组织共享意义和塑造公民情感。

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引用次数: 0

The coexistence of moral-educational values and neoliberal selves: Situating affect in the linguistic landscapes of a university as a branded space 道德教育价值与新自由主义自我的共存：将情感置于大学作为品牌空间的语言景观中

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-21 DOI: 10.1016/j.linged.2026.101503

Jiayu Wang , Wenhua Li , Jun Wu

This paper examines how affective regimes influence brand-building at a major Chinese university. The university's linguistic landscape is analyzed in terms of a semiotic aggregate, encompassing two seemingly contradictory yet coherent semiotic systems. The first system, characterized by official branding, promotes moral-educational values and mainstream cultural identities. The second system, more agentive, positions students as neoliberal selves. The paper analyzes how the interplay of these systems, informed by stakeholders' affective investments, creates a special discursive space where both moral-educational and neoliberal values coexist and contribute to the brand-building of the higher-education institution.

本文考察了情感制度如何影响中国一所重点大学的品牌建设。从符号学的角度分析了大学的语言景观，包括两个看似矛盾但连贯的符号学系统。第一种体系以官方品牌为特征，促进道德教育价值和主流文化认同。第二个体系更具能动性，将学生定位为新自由主义者。本文分析了这些系统在利益相关者情感投资的影响下如何相互作用，创造了一个特殊的话语空间，在这个空间里，道德教育和新自由主义价值观并存，并有助于高等教育机构的品牌建设。

引用次数: 0

Making sense together: Human-AI communication through a Gricean lens 通过Gricean镜头实现人类与人工智能的交流

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-12 DOI: 10.1016/j.linged.2025.101489

Natasha Anne Rappa , Kok-Sing Tang , Grant Cooper

With the introduction of ChatGPT in 2022, Large Language Models (LLMs) have been increasingly used in classrooms to support teaching and learning. However, the nature of communication between students and LLMs remains under-examined. The current study explored this communication through the lens of Paul Grice’s cooperative principle, examining the extent to which students and ChatGPT adhered to Gricean maxims of quantity, quality, relation and manner in their one-on-one communication during class. The study was implemented in 2023 in a Year 10 English class in an all-boys independent high school in Western Australia. 10 students participated in a poetry-focused lesson, where they interacted with ChatGPT to explore poetic texts. The lesson was designed not only to support understanding of the poetry but also to foster students’ capacity for critical questioning and engagement with AI-generated output by positioning the GenAI as a dialogic partner. The findings identified specific user violations of Gricean maxims in students’ communication with ChatGPT and the impact such violations had on ChatGPT’s output. These findings affirm the relevance of Grice’s cooperative principle and maxims for analysing conversations with LLMs and the potential for identifying interaction patterns with GenAI that differ from human-to-human conversations, underscoring the importance of examining human input as well as LLMs’ output. In place of a recent trend towards technocentric approaches to researching human-GenAI communication, the paper advocates a sociotechnical approach as a means to examine such interactions holistically.

随着2022年ChatGPT的引入，大型语言模型（llm）越来越多地用于课堂上支持教学和学习。然而，学生与法学硕士之间沟通的本质仍未得到充分研究。本研究通过Paul Grice的合作原则来探讨这种交流，考察学生和ChatGPT在课堂一对一交流中遵守Grice的数量、质量、关系和方式原则的程度。这项研究于2023年在西澳大利亚州一所男校独立高中的10年级英语课上实施，10名学生参加了以诗歌为主题的课程，在那里他们与ChatGPT互动，探索诗歌文本。该课程不仅旨在支持对诗歌的理解，而且通过将GenAI定位为对话伙伴，培养学生批判性提问和参与人工智能生成输出的能力。调查结果发现，在学生与ChatGPT的交流中，特定用户违反了Gricean准则，以及这种违反行为对ChatGPT输出的影响。这些发现证实了Grice的合作原则和准则对于分析与法学硕士的对话的相关性，以及识别与GenAI不同于人与人之间对话的交互模式的潜力，强调了检查人类输入和法学硕士输出的重要性。代替最近趋向于以技术为中心的方法来研究人类-基因交流的趋势，本文提倡一种社会技术方法作为全面检查这种相互作用的手段。

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引用次数: 0

From epistemic violence to collective resistance: Critical translanguaging pedagogy as transformative practice in a segregated refugee classroom 从认知暴力到集体抵抗：在隔离的难民教室中作为变革实践的批判性跨语言教学法

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-12 DOI: 10.1016/j.linged.2026.101492

Tuba Yilmaz

This study examines how critical translanguaging pedagogy can function as a transformative practice within segregated refugee classroom contexts, exploring its potential to address linguistic marginalization while acknowledging structural constraints to such efforts. Through a six-week intervention with 14 multilingual refugee learners (MRLs) from Afghanistan, Syria, Uzbekistan, and Sudan in a Turkish public school, the study combined multilingual expression with critical consciousness development. Analysis of interview transcripts, multilingual student artifacts, and educator reflective journals through critical content analysis identified two interconnected findings. First, MRLs experienced epistemic violence through institutional home language restrictions, peer discrimination associating linguistic difference with moral deficiency, and material resource inequities that contributed to internalized linguistic shame and social isolation. Second, critical translanguaging pedagogy appeared to strengthen awareness of linguistic hierarchies, foster collective solidarity, and enable collaborative advocacy questioning monolingual institutional norms. The segregated pedagogical context—though inequitable—provided conditions for reciprocal support and shared critical reflection less readily available in integrated settings where dominant-group surveillance constrains such conversations. However, persisting internalized shame and limited institutional responsiveness suggest boundaries to classroom-level transformation. The study conceptualizes segregated refugee classrooms as Critical Translanguaging Spaces that both reproduce and resist systemic oppression, illustrating both the potential and limitations of critical pedagogy within broader raciolinguistic ideological structures.

本研究探讨了批判性跨语言教学法如何在隔离的难民课堂环境中作为一种变革实践发挥作用，探索其解决语言边缘化问题的潜力，同时承认这种努力的结构性限制。通过对来自阿富汗、叙利亚、乌兹别克斯坦和苏丹的14名多语种难民学习者（MRLs）为期6周的干预，该研究将多语种表达与批判性意识发展结合起来。通过批判性内容分析，对访谈记录、多语言学生文物和教育家反思日志进行分析，确定了两个相互关联的发现。首先，mrl经历了制度性的母语限制、将语言差异与道德缺陷联系起来的同伴歧视、以及导致内化语言羞耻和社会孤立的物质资源不平等等认知暴力。第二，批判性的译语教学法似乎加强了对语言等级的认识，促进了集体团结，并使质疑单语制度规范的合作倡导成为可能。隔离的教学环境——尽管不公平——为相互支持和分享批判性反思提供了条件，而在主导群体监督限制这种对话的综合环境中，这种条件不太容易获得。然而，持续的内化羞耻感和有限的机构响应表明了课堂层面转变的界限。该研究将隔离的难民教室概念化为再现和抵制系统压迫的批判性跨语言空间，说明了在更广泛的种族语言意识形态结构中批判性教学法的潜力和局限性。

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引用次数: 0

Shared authorship in the making: Students’ perspectives on collaborative writing 共同创作：学生对合作写作的看法

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2026-01-01 DOI: 10.1016/j.linged.2025.101490

Gergely Szabó , Katalin Ráhel Turai , Csanád Bodó

Collaborative writing (CW) has gained significant importance in recent decades due to several interrelated factors that reflect changes in educational practices, technological advancements, and the evolving nature of work environments. In educational contexts, CW is frequently analyzed in terms of how it impacts students’ written outcomes; yet less attention is given to understanding how students themselves experience the process of collaboration. The article examines collaborative writing in the context of higher education from the perspective of the students themselves in teacher training. The study was conducted in Hungary, in East-Central Europe, where students are generally more accustomed to individual work than to collaborative approaches. The inclusion of their novel experiences and understandings of CW makes the research particularly relevant. The article aims to explore 1) students’ perceptions of their participation in CW exercises, 2) the processes through which collaboratively written texts are being produced, 3) the temporal organization of these processes. To this aim, we analyze post-task questionnaire data and conversations during the task, following a participatory agenda that also entailed a joint analysis of conversations with the students. In the article, we first argue that the preference for writing together changes positively during collaborative writing even if the work invested is not equally shared between the authors. Second, we argue that students perceive collaborative writing as an effective mode of text production; in our case, this perception was made explicit during joint analytical work.

近几十年来，由于几个相互关联的因素反映了教育实践、技术进步和工作环境的变化，协作写作（CW）已经变得非常重要。在教育背景下，人们经常从影响学生写作成绩的角度来分析连续思维；然而，很少有人关注学生自己是如何体验合作过程的。本文从教师培训中学生自身的角度考察了高等教育背景下的合作写作。这项研究是在中东欧的匈牙利进行的，那里的学生通常更习惯于个人作业，而不是合作方式。他们的新经历和对连续思维的理解使得这项研究特别相关。本文旨在探讨1)学生对他们参与连续练习的看法，2)协作撰写文本的过程，3)这些过程的时间组织。为此，我们分析任务后的问卷数据和任务期间的对话，遵循参与性议程，也需要与学生的对话进行联合分析。在本文中，我们首先论证了在合作写作过程中，即使投入的工作在作者之间不是平均分配的，共同写作的偏好也会发生积极的变化。其次，我们认为学生认为合作写作是一种有效的文本生产模式；在我们的案例中，这种看法是在联合分析工作期间明确提出的。

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引用次数: 0

Language and racialised emotions: Narratives of a student’s racism complaint at a British university 语言与种族化的情绪：一名英国大学学生对种族主义的控诉

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-12-30 DOI: 10.1016/j.linged.2025.101488

Shuang Gao

This paper examines raciolinguistic injustice through the lens of racialised emotions (Bonilla-Silva, 2019). It presents a case study of a PhD student who was traumatised and suffering from chronic depression and anxiety, suicidal thoughts, and post-traumatic stress disorder (PTSD) due to her supervisor’s repeated criticisms of her English language and academic competence. Drawing upon interviews with the student, I analysed her accounts as narratives of racial trauma and highlighted how experiencing and resisting raciolinguistic injustice involves multiple emotions (e.g., fear, despair, suicidality, outrage). I show that these emotions were not just bodily reactions to and against raciolinguistic violence but also played an agentive role in the student’s struggles and transformation from a victim to a survivor. Also, these emotions were engendered by institutional mechanisms and tactics that sustain racism, including 1) raciolinguistic gaslighting, 2) institutional inaction, 3) denial of racism, and 4) racialisation of the victim. Thus, in making a complaint about an individual (her supervisor), the student ended up facing an institutional system that invalidated and disoriented her while needing to prove her inculpability. In explicating the entanglements of language, race, and emotions, this paper highlights the institutional production of racialised emotions and raciolinguistic injustice while exposing the emotional labour of a traumatised and racialised student in a white institutional system.

本文通过种族化情绪的视角审视了种族语言的不公正（Bonilla-Silva, 2019）。它提出了一个案例研究，一个博士生受到创伤，患有慢性抑郁和焦虑，自杀念头，以及创伤后应激障碍（PTSD），因为她的导师一再批评她的英语语言和学术能力。根据对该学生的采访，我分析了她对种族创伤的叙述，并强调了经历和抵制种族语言不公正是如何涉及多种情绪的（例如，恐惧、绝望、自杀倾向、愤怒）。我认为这些情绪不仅仅是对种族语言暴力的身体反应，而且在学生从受害者到幸存者的斗争和转变中发挥了代理作用。此外，这些情绪是由维持种族主义的制度机制和策略产生的，包括1)种族语言的煤气灯，2)制度上的不作为，3)否认种族主义，4)受害者的种族化。因此，在投诉一个人（她的导师）时，学生最终面对的是一个制度体系，这个体系在证明她的清白的同时，又使她失去了判断力和方向感。在解释语言、种族和情感的纠缠时，本文强调了种族化情感和种族语言不公正的制度生产，同时揭示了白人制度体系中受到创伤和种族化的学生的情感劳动。

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引用次数: 0

Knowledge-building in EMI STEM lectures: A constellation and sequencing analysis EMI STEM讲座中的知识构建：星座和序列分析

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-11-24 DOI: 10.1016/j.linged.2025.101479

Nashwa Nashaat-Sobhy , Tom Morton

This study examines how a lecturer in an online English-medium instruction (EMI) setting navigates the complexity of presenting the MATLAB programming environment to undergraduate aeronautical engineering students. While much EMI research focuses on linguistic challenges, this paper turns attention to the structuring of disciplinary knowledge in teacher discourse. Drawing on Legitimation Code Theory (LCT), the analysis uses two complementary tools: constellations and sequencing. Constellation analysis shows how sets of ideas, practices, or stances are selected from a broader semantic field and arranged into a particular pattern. The sequencing tool examines how short passages of discourse are combined into longer, cumulative sequences that enable knowledge-building. Together, these tools are used to show how the lecturer organises and layers complex meanings relating to the MATLAB environment across extended discourse. The analysis indicates that the lecturer adopts an aggregating strategy, clustering related ideas around key terms or categories rather than linking them through linear assembling sequences. This approach is enacted through sequencing moves, most notably cumulative sequencing, which condenses and integrates dispersed meanings into progressively stronger knowledge, in contrast to segmental sequencing, which partitions ideas without cumulative integration. The paper highlights how sequencing choices shape the pedagogic trajectory through a constellation of meanings, and how these strategies contribute to making complex disciplinary knowledge more accessible to students in EMI settings

本研究考察了在线英语媒体教学（EMI）设置中的讲师如何导航向航空工程本科学生呈现MATLAB编程环境的复杂性。虽然许多EMI研究集中在语言挑战上，但本文将注意力转向教师话语中的学科知识结构。利用合法性代码理论（LCT），分析使用了两个互补的工具：星座和排序。星座分析显示了如何从更广泛的语义领域中选择一系列想法、实践或立场，并将其排列成特定的模式。排序工具检查如何将话语的短段落组合成更长的、累积的序列，从而实现知识的构建。总之，这些工具用于展示讲师如何组织和分层与扩展话语中的MATLAB环境相关的复杂含义。分析表明，演讲者采用了一种聚合策略，将相关的思想围绕关键术语或类别聚在一起，而不是通过线性组合序列将它们联系起来。这种方法是通过排序动作来实现的，最明显的是累积排序，它将分散的含义浓缩并整合成逐渐增强的知识，而片段排序则是在没有累积整合的情况下分割思想。本文强调了排序选择如何通过一系列意义塑造教学轨迹，以及这些策略如何有助于使EMI环境中的学生更容易获得复杂的学科知识

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引用次数: 0

The meta-reflective orientation map: A radial model of teachers reflecting on the act of reflecting 元反思取向图：教师反思行为的放射状模型

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-11-08 DOI: 10.1016/j.linged.2025.101478

Le Thanh Thao , Pham Trut Thuy

This study proposes the Meta-Reflective Orientation Map (MROM) as an analytic heuristic for interpreting teachers’ reflective writing (RW) as discursive displays of stance and writer identity. Drawing on Hyland’s (2005) theorization of stance/engagement and Ivanič’s (1998) account of voice and identity in writing, we examine 189 reflections produced by Vietnamese English as a foreign language (EFL) teachers in a state-mandated professional development (PD) programme, with close analysis of 46 texts that explicitly engage in meta-reflection. Using iterative, interpretive coding, we identified four recurring orientations, including compliance awareness, epistemic uncertainty, reflective strategy talk, and purpose questioning, that co-occur and shift within and across texts. We show how these orientations are shaped by the reflective task’s genre and accountabilities (prompt design, assessment stakes, language-of-writing, audience), arguing that RW should be read as situated discourse rather than as a window onto a private cognitive state. The MROM typology is offered as a practical lens for teacher educators to diagnose and scaffold reflection under real institutional conditions. We close by outlining genre-sensitive pedagogical moves (e.g., re-phrasing prompts, decoupling grades from self-critique, modelling voice) and by calling for comparative work across languages, institutions, and assessment regimes.

本研究提出元反思取向图（MROM）作为一种分析启发式方法来解释教师反思性写作作为立场和作者身份的话语展示。借鉴Hyland（2005）的立场/参与理论和ivaninik（1998）对写作中的声音和身份的描述，我们研究了越南英语作为外语（EFL）教师在国家规定的专业发展（PD）计划中产生的189个反思，并对46个明确参与元反思的文本进行了仔细分析。使用迭代的、解释性的编码，我们确定了四个反复出现的方向，包括遵从意识、认知不确定性、反思策略谈话和目的质疑，它们在文本内部和文本之间共同发生和转移。我们展示了这些取向是如何被反思任务的类型和责任（提示设计、评估风险、写作语言、受众）所塑造的，并认为RW应该被视为情境话语，而不是私人认知状态的窗口。MROM类型学为教师教育工作者在真实制度条件下诊断和支撑反思提供了一个实用的视角。最后，我们概述了体裁敏感的教学举措（例如，重新措辞提示，从自我批评中分离分数，建模声音），并呼吁跨语言，机构和评估制度的比较工作。

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引用次数: 0

Incorrect or creative answer: Teachers’ third positions in IRF sequences of collaborative teaching 不正确或创造性的答案：教师在协作教学的IRF序列中的第三个位置

IF 2.1 2区文学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Linguistics and Education

Pub Date : 2025-10-22 DOI: 10.1016/j.linged.2025.101477

Josephine Mijin Lee

This study explores the interactional and pedagogical functions of teachers’ third positions within initiation–response–feedback (IRF) sequences in co-taught classrooms. Using a conversation analytic approach, it examines how collaborative teaching both parallels and departs from single-teacher classroom interaction. The dataset comprises two lesson hours of video recordings featuring three co-teaching pairs in a second-grade English–Korean bilingual elementary school in South Korea. Analysis revealed that while some third positions showed co-teachers jointly affirming or correcting student responses, others functioned as sites of divergence, exposing different instructional priorities and stances. In aligned cases, co-teachers jointly deliver feedback with shared polarity, using coordinated verbal and embodied resources to provide cohesive evaluations and maintain task focus. In diverging cases, teachers respond to the same student action with contrasting assessments or epistemic orientations, reframing student responses through different evaluative lenses, prompting revision of an initial stance, or reconfiguring the participation framework entirely. These findings show that, unlike in single-teacher classrooms, third positions in co-teaching are not merely expanded feedback slots, but interactionally rich sites where pedagogical and relational contingencies are negotiated moment by moment. This study contributes to classroom interaction research by empirically documenting the actions co-teachers employ in third positions of multiparty instruction.

本研究探讨了共同教学课堂中教师第三位在发起-反应-反馈（IRF）序列中的互动和教学功能。使用对话分析方法，它考察了协作教学如何与单教师课堂互动相平行和不同。该数据集包括韩国一所英韩双语小学二年级的三个共同教学对的两个课时的视频记录。分析显示，虽然一些第三位置显示共同教师共同肯定或纠正学生的回答，但其他位置则作为分歧点，暴露出不同的教学优先级和立场。在一致的情况下，合作教师共同提供具有共同极性的反馈，使用协调的口头和具体化资源提供内聚评价并保持任务焦点。在不同的情况下，教师用不同的评估或认知取向来回应相同的学生行为，通过不同的评估镜头来重构学生的反应，促使对初始立场的修改，或完全重新配置参与框架。这些发现表明，与单教师课堂不同，联合教学中的第三个位置不仅是扩展的反馈槽，而且是互动丰富的站点，在这里，教学和关系的突发事件随时都在协商。本研究通过实证记录合作教师在多方教学的第三位所采取的行动，有助于课堂互动研究。

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引用次数: 0