Managing attention and participation in classroom interaction

Abstract This study investigates the multimodal use of the Mandarin discourse marker lái in Chinese as a Second Language (CSL) classrooms. It explores how lái 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 lái within local and global sequential contexts. The study reveals that lái serves dual functions: within IRF/E sequences, it acts as a ‘go-ahead’ directive for student responses. Beyond IRF/E sequences, lái operates as a proximal ‘here’ deictic to redirect student attention. The findings highlight the importance of multimodality in classroom communication and the adaptability of lái 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.