【摘要】 IRF会话是口语课堂中师生会话的典型结构，也是课堂互动的重要话语特征。本文以北美在华汉语短期项目初级口语操练课的示范视频为语料，采用Norris的多模态互动分析方法，使用ELAN6.4对语料进行标注，通过数据统计与分析，考察初级汉语口语操练课IRF会话中教师的多模态使用情况。结果显示，教师综合调用视觉、听觉、肢体、环境等模态与学生进行互动，其中，肢体与听觉模态为主模态；各交际模态在IRF不同话步中呈现出不同分布特征与功用；教师可根据互动目标采用不同模态配置来构建不同话步的身份角色。本研究丰富了多模态互动分析下的汉语口语课堂话语研究，对今后汉语多模态教学的开展及教师多模态教学能力的培养具有重要实践启示。更多还原

【Abstract】 The IRF(Initiation-Response-Feedback or Follow up) model is a typical structure of conversation between teachers and students in oral classes and also an important discourse feature of classroom interaction. This paper selected the elementary oral teaching demonstration videos from a North American short-term Chinese language program in China as the corpus. Based on the methods of multimodal interactive analysis of Norris, the research used ELAN6.4 to annotate the multimodal symbols to explore the teachers’ use of multimodality in teaching. This study found that teachers use visual, auditory, physical and environmental modes to interact with students, with the physical and auditory modes being the main modes; each mode presents different distribution characteristics and functions in different moves; teachers could construct different identity roles by using different modal configurations in IRF sessions. This study has enriched the discourse analysis of oral Chinese teaching from the perspective of multimodal interaction, and has important practical implications for the development of multimodal Chinese teaching and the cultivation of teachers’ ability in multimodal teaching.更多还原