Navigating claims of insufficient knowledge in one-on-one Chinese tutoring

Abstract This study examines the occurrence of claims of insufficient knowledge in one-on-one college-level Chinese tutoring sessions, drawing on 12 hours of videotaped data. Using conversation analysis, it examines the progression of these claims, the multimodal resources employed, and tutors’ responses. Two sequential patterns emerge: (1) claims during vocabulary checks and (2) claims following knowledge-sharing questions. In both patterns, tutees occasionally express direct claims. However, they more often engage in reflective processes, accompanied by embodied displays, before articulating a claim of insufficient knowledge. In the second pattern, they sometimes specify inaccessible aspects, leading to partial claims. Tutors act as facilitators, providing timely support to bridge knowledge gaps and maintain engagement. This study enhances understanding of epistemics, multimodal resources, and participation, shedding light on a specialized yet understudied aspect of teacher-student interaction in Chinese as a Second Language learning.