Publications
(Under Review) Xiaoyun Wang. The teacher’s syntactically incomplete utterances in Chinese as a second language classrooms: a multimodal elicitation practice. In H. Tao, & Y. Zhou (Eds.): The Special Issue of Teacher-Student Engagement Patterns in the CSL Classroom: Video-Based Multimodal Analyses. Chinese as a Second Language.
(2024) Xiaoyun Wang (1st author) & Xiaoting Li (2nd author). Using syntactically incomplete structures and visual signs to elicit students’ knowledge display in CSL classrooms: A multimodal perspective. In W. Cai (Ed.), Researching and teaching the Chinese language (pp. 133–158). Springer, Cham.
DOI:10.1007/978-3-031-59793-0_7
(2024) Xiaoyun Wang (1st author), Xiaoting Li (2nd author), & Shui Li (3rd author). Pursuing student response through incomplete syntax, prosody, bodily- and visuo-orthographical resources in Chinese-as-a-second-language classrooms. Classroom Discourse, 1-27. DOI:10.1080/19463014.2024.2335945
(2024) Xiaoyun Wang (1st author) & Xiaoting Li (2nd author). Teachers’ Eyebrow and Head Movements and Repeats as Other-Initiations of Repair in Second-Language Classrooms. The Special Issue of Facial Gesture, Social Interaction. Video-Based Studies of Human Sociality. DOI:10.7146/si.v6i3.142895
(2023) Xiaoyun Wang. The interplay of designedly incomplete utterances and representational gestures in Chinese as a second language classrooms. In S. Fiedler, L. Janin, & M. Juillet (Eds.): At the Crossroads Between Grammar and Multimodality: Resources for Interaction, Bulletin suisse de linguistique appliquée, 117: 81-104.
(2020) Xiaoyun Wang. Managing a Suspended Course of Action: A Multimodal Study of Suoyi ‘so’-Prefaced Utterances in Mandarin Conversation. Chinese Language and Discourse, 11(2): 306-334. DOI:10.1075/cld.20011.wan
Recent Invited Talks
(2024) “Beyond Verbal Instruction: Using Pedagogical Gestures in CSL Classroom Interaction.” The Chinese Language Teaching Methods Café, organized by the Chinese Language Teaching and Research Association. Sept., 2024.
(2024) “L2 grammar-for-interaction in Mandarin: Changes in Students’ Use of 那 na in Classroom Interaction.” Contribute to the panel of “Linguistic structures, grammaticalization, and the development of L2 interactional competence”. Thinking, doing, learning: Usage based perspectives on second language learning (TDL5). University of Southern Denmark. Jun., 2024.
(2022) “A Multimodal Analysis of Teachers’ Initiating Utterances in IRE Sequence.” Centre de linguistique appliquée, University of Neuchâtel. Mar., 2022.
(2022) “Using visual signs with [zhe (ge) shi ‘this is’ …] construction to request students’ knowledge display in Chinese-as-a-Second-Language Classrooms.” Centre de linguistique appliquée, University of Neuchâtel. Mar., 2022.
Workshops
(2022) CA in Second Language and Classroom Interaction. Chinese Language, Interaction, and Multimodality Methods Workshop (CLIM). Aug., 2022.
(2020) “Data Collection and Transcription of Multimodal Classroom Interaction.” Chongqing Technology and Business University. Jun., 2020 (presented online due to COVID-19).
Recent Presentations
(2024) “Third-Positioned Teachers’ Teasing in Second Language Classrooms: A Multimodal Perspective.” Conference of American Association for Applied Linguistics (AAAL) 2024. Huston, USA.
(2023) (with Victoria Ruétalo and Fernando Marin) “From ‘Monster’ to Mentor: Developing PhD Supervision Competencies.” 61st Annual Conference of the Canadian Association for Graduate Studies (CAGS). Victoria, Canada. Nov., 2023.
(2023) “The Uses of Teachers’ Syntactically Incomplete Utterances and Other Multimodal Resources in Chinese-as-a-Second-Language Classrooms.” 4th International Conference on Conversation Analysis (ICCA-2023). University of Queensland. Jul., 2023.
(2022) “Teachers’ Syntactically Incomplete Utterances [X shi ‘be’] and Students’ Orientation: A Longitudinal Perspective.” The 5th International Conference of the American Pragmatics Association (AMPRA5).
(2022) “Changes in the Functions of Teachers’ Syntactically Incomplete Utterances and Students’ Orientation in Chinese-as-a-Second-Language Classrooms.” The 10th annual meeting of the Language and Social Interaction Working Group (LANSI). Columbia University. Oct., 2022.
(2022) “Changes in the Functions of Teachers’ Syntactically Incomplete Utterances [X shi ‘be’] and Students’ Orientation in Chinese-as-a-Second-Language Classrooms.” The Graduate Students Conferences of Language, Communication, and Culture. University of Alberta. Aug., 2022.
(2022) “A Developmental Perspective: The Functions of Teachers’ Syntactically Incomplete Utterances and Students’ Orientation.” L2 Grammar-in-Interaction Colloquium. University of Neuchâtel. Jun., 2022.
(2022) (with Kerry Sluchinski) “Teasing Out Identity Construction in Chinese Second Language Classrooms.” National Chinese Language Conference. Apr., 2022.
(2021) (with Xiaoting Li) “Teacher’s Eyebrow and Head Movements as Repair-initiation in Second Language Classrooms.” The 2nd International Workshop of Facial Gestures in Interaction. University of Bayreuth. Oct., 2021.
(2021) “Teacher’s head and eyebrow movements in second language classrooms.” 6th International Conference of Asia-Pacific LSP & Professional Communication Association (LSPPC6). City University of Hong Kong. Jun., 2021.
(2021) (with Shui Li and Xiaoting Li) “Eliciting student collaborative production through syntax, prosody, body, and the surroundings in Chinese-as-a-Second-Language Classrooms.” The 17th International Pragmatics Conference (IPrA-2021). Zurich University. Jun., 2021.