ABSTRACT The focus of this article is on topic management and student initiation in the context of an advanced university-level Chinese-as-a-foreign-language class. Drawing on a corpus of 17.5 h of video-recorded classroom interactions, we focus on the ways in which students initiate topic expansions, thereby disrupting the IRF structure of discourse and enhancing learning opportunities. We identified three types of student-initiated topic expansions: genuine questions, topic elaborations and challenges to teacher assertions. We discuss our findings in relation to the enhancement of content and language learning opportunities, and we highlight several avenues for future research and implications for pedagogy.

中文翻译：

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高级汉语作为外语课堂的主题管理和学生启动

摘要本文的重点是在高级英语水平的汉语作为外语课程的背景下，主题管理和学生启蒙。利用17.5小时的课堂互动视频录制的语料库，我们关注于学生发起主题扩展的方式，从而破坏了IRF话语结构并增加了学习机会。我们确定了学生发起的主题扩展的三种类型：真正的问题，主题阐述和对教师主张的挑战。我们讨论了与增加内容和语言学习机会有关的发现，并重点介绍了未来研究的几种途径以及对教学法的启示。