Cross-disciplinary analysis of modern Chinese classroom interaction discourse patterns: an empirical study grounded in an experienced Chinese teacher

Abstract

This study adopts a cross-disciplinary standpoint to center around the interactive discourse in Modern Chinese classrooms, which is predominantly intended to explore the interactive pattern between teachers and students, discourse characteristics, and their impact on learning outcomes. Employing both classroom observation and conversation analysis, this empirical study was conducted on Modern Chinese classes in the Chinese Language and Literature Department of Z University. Subsequent to a detailed analysis of the transcribed classroom interaction discourse, six main interaction discourse patterns were identified: IRF, [InRn]F, InRn, I[RnFn], [InRn]FR, and IR[FnRn]. As evidently demonstrated by the research findings, while the traditional IRF model persists as the predominant form of classroom interaction, more complex interactive patterns (such as [InRn]F) are more effective in reinforcing student participation and discourse volume in the classroom. This study offers practical recommendations on activating student participation and heightening the quality of classroom interaction, which can offer priceless and profound insights for the reform of Modern Chinese language teaching.