Supporting data for “Chinese high school teachers’ classroom interactional competence in synchronous online lessons ―A Combination of Corpus Linguistics and Conversation Analysis Approach

In the present study, the spoken corpus of the classroom interaction undergoes a comprehensive analytical approach that examines both macro (text) and micro (word) levels, utilizing the principles of Conversation Analysis (CA) and Corpus Linguistics (CL), in conjunction with the analysis of L2 classroom modes. This study holds significant implications for future research in the realms of curriculum design, EFL teacher training, and classroom interaction, particularly in its potential to assist teachers in realizing their pedagogical objectives in delivering synchronous online teaching.

本研究采用综合分析方法对课堂互动口语语料库进行研究，从宏观（文本）与微观（词汇）双维度展开考察，融合会话分析（Conversation Analysis, CA）、语料库语言学（Corpus Linguistics, CL）的理论原则，并结合第二语言（L2）课堂模式分析。本研究对课程设计、英语作为外语（English as a Foreign Language, EFL）教师培训以及课堂互动领域的后续研究具有重要启示，尤其可为教师在开展同步在线教学时达成其教学目标提供有效助力。