Xiaoyun Wang

Xiaoyun Wang
University of Alberta | UAlberta · Department of Modern Languages and Cultural Studies

About

14
Publications
954
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
3
Citations
Introduction
Xiaoyun is a Ph.D. candidate studying Applied Linguistics at the University of Alberta. She is interested in how multimodal resources are used in talk-in-interaction. Her dissertation topic is teachers’ syntactically incomplete utterances in second language classrooms.
Education
September 2018 - April 2022
University of Alberta
Field of study
  • Applied Linguistics
September 2016 - April 2018
University of Alberta
Field of study
  • Chinese Linguistics
September 2011 - April 2013
University of San Diego
Field of study
  • Teaching English as a Second Language, Culture and Literacy

Publications

Publications (14)
Chapter
This study investigates how teachers use language, body movements, and visual displays to seek students’ displays of linguistic knowledge in Chinese-as-a-second-language (CSL) classrooms. We focus on two types of multimodal practices used by CSL teachers. The first type of multimodal practice, [zhe(ge) shi ‘this is’ + image display], is used by tea...
Article
Full-text available
This study investigates how teachers use language and bodily-visual practices, and particularly facial gestures, to initiate repair of problems in students’ utterances in Chinese as a Second Language classroom interactions. We identify two multimodal practices used by teachers for other-initiation of repair. First, teachers use a “visual repair ini...
Article
Full-text available
This study analyzes a dataset of interactions in Chinese as a Second Language (CSL) classrooms, focusing on instances where teachers elicit student responses by designedly leaving their utterances incomplete, prompting the students to co-complete them. It has been observed that representational gestures are utilized with these designedly incomplete...
Presentation
A presentation submitted to LSPPC6: 6th International Conference of Asia-Pacific LSP & Professional Communication Association (Online Conference)
Presentation
Full-text available
The present study investigates how L2 teachers mobilize semiotic resources (such as morphosyntax, prosody, bodily-visual movement, and objects) to project trajectories of temporally unfolding linguistic structures and involve students in accomplishing various interactional and pedagogical tasks collaboratively.
Article
Full-text available
This study explores interactional functions of the connective suoyi ‘so’ and its particular role in organizing talk and activity in Mandarin conversation. Adopting the methodologies of conversation analysis, multimodal analysis, and interactional linguistics, this study examines 14 hours of naturalistic face-to-face Mandarin conversation. An examin...
Presentation
The aim of this study is to discuss how teachers’ purposefully integrate syntactically incomplete utterances, known as designedly incomplete utterances (DIUs), with embodied behaviors (e.g., gestures, gaze.) and the physical environment (object, space) in second language classroom interaction. DIUs have been documented as a strategy to elicit stude...
Presentation
This study investigates teacher-initiated teasing in second language classrooms. In mundane English conversation, teasing includes outrageous words to make it recognizable by the recipient (Drew, 1987). Although teasing has been shown to have its own risks (e.g., face-threatening), previous research reports that teacher-initiated teasing in classro...
Presentation
In interaction, participants routinely relate their utterance to prior talk to build a coherent discourse and course of action. A variety of morphosyntactic, prosodic, and bodily-visual devices can be used to indicate how an utterance links to its immediately preceding talk or pre-prior talk (Jefferson, 1972; Local, 2004; Bolden, 2005; Li, 2016). T...
Presentation
In talk-in-interaction, participants routinely deploy a variety of membership categorization devices (MCDs) to exhibit their social groups. By using MCDs, claiming citizenship has been considered as a practice to display the speaker’s identity (Sacks, 1992; Barnes, Auburn & Lea, 2004). This study explores interactional functions of claiming citizen...
Presentation
In talk-in-interaction, a display of understanding includes both claiming and demonstrating understanding (Sacks, 1992: II). Participants can claim understanding in the form of repeating the prior talk of the other speaker (Svennevig, 2003, 2004), or demonstrate understanding in the act of formulating the prior talk (Bolden, 2010). This study explo...
Presentation
In talk-in-interaction, participants routinely relate their utterance to prior talk to build a coherent discourse and course of action. A variety of morphosyntactic and prosodic devices can be used to indicate how an utterance relates to prior talk either as continuation, resumption (Jefferson, 1972; Local, 2004), or as the beginning of something n...

Network

Cited By