Abstract In foreign language teaching, teacher discourse plays a fundamental role in managing the actions carried out in class. The teacher generally manages student participation in interactional activities by formulating questions, proposing topics of conversation or directly identifying the next speaker, using a series of verbal and nonverbal actions to direct turn-taking. The study presented here analyses the use by the teacher of the expression “muy bien” – equivalent to the English “very good” or “ok”, among other translations – in a series of interactions with students in a meaning-and-fluency context in the Spanish as a foreign language classroom. The results show that “muy bien” is used as a transition token between speakers, as a means of focusing the attention of the interaction or IRF sequence, or as a transition token between activities. Detailed analysis demonstrates the interactional complexity of the use of “muy bien”, an expression that should be considered a key element in didactic discourse and teacher training.

中文翻译：

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“Muy bien”作为西班牙语作为外语课堂师生互动的过渡标记

摘要 在外语教学中，教师话语在管理课堂上的行为中起着基础性的作用。教师通常通过提出问题、提出对话主题或直接确定下一位发言者，使用一系列口头和非口头行动来指导轮换来管理学生参与互动活动。此处介绍的研究分析了教师在有意义和流畅的语境中与学生的一系列互动中使用“muy bien”（相当于英语“非常好”或“ok”等翻译）的情况在西班牙语作为外语课堂。结果表明，“muy bien”被用作说话者之间的过渡标记，作为集中交互或 IRF 序列注意力的一种手段，或作为活动之间的过渡令牌。详细分析表明使用“muy bien”的交互复杂性，该表达应被视为教学话语和教师培训的关键要素。