Abstract Teachers’ instruction-giving practices in classrooms are largely recognized as the primary condition for the smooth progression of pedagogical activities. Following the formulation of the instruction by teachers, students are expected to perform preferred actions in the next relevant place in interaction. It is also likely that potential troubles in understanding teacher instructions might arise, which leads to delays of activity completion. Such troubles are made visible in interaction through two ways: (1) students’ explicit claims of non-understanding and (2) teachers’ identification of trouble in understanding without students’ explicit claims. Using multimodal conversation analysis for the examination of video-recorded higher education English as a foreign language classroom interactions (25h), this study mainly deals with the latter in response to gaps in the literature and sets out to describe a method in particular deployed by an L2 teacher for the identification and resolution of understanding troubles in instruction-giving sequences, namely third position repairs. The findings provide insights into L2 classroom discourse.

中文翻译：

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第三位修复解决理解老师指令的问题

摘要 教师的课堂教学实践被普遍认为是教学活动顺利进行的首要条件。在教师制定指令后，学生应在互动中的下一个相关位置执行首选动作。也有可能在理解教师指示方面出现潜在问题，从而导致活动延迟完成。这种麻烦通过两种方式在互动中显现出来：（1）学生明确声明不理解；（2）教师在没有学生明确声明的情况下识别理解上的麻烦。使用多模态会话分析进行视频录制的高等教育英语作为外语课堂互动的考试（25 小时），本研究主要针对后者以应对文献中的空白，并着手描述一种特别由 L2 教师部署的方法，用于识别和解决教学序列中的理解问题，即第三位置修复。研究结果提供了对 L2 课堂话语的见解。