ABSTRACT Studies on Second Language (L2) classroom interaction have placed a great deal of emphasis on the value of teacher third-turn feedback practices. However, the roles that seemingly minor aspects of interaction like minimal response tokens (e.g. ‘Mm’, ‘Mm hm’, ‘Uh huh’, ‘Okay’, ‘Yeah’) play as a feature of these practices have not been investigated in great detail. Studies which have sought to examine what such tokens do in language teaching and learning processes have mostly adopted a discourse analytic perspective, thereby treating them more or less as a homogeneous group (namely, ‘backchannel signals’). However, through ethnomethodological research, each token has been found to be doing distinctive work. This study adopts a multimodal conversation analytic perspective to investigate the uses of ‘Mm hm’ by an English as a Foreign Language teacher in a teacher education context. Analysis demonstrates how the teacher uses the token as a ‘continuer’ to withhold a third-turn evaluation, thereby keeping the channel open for further participation and hence creating space for learning. As such, the study furthers our understanding of L2 teachers’ third-turn feedback practices and has direct implications for L2 teacher classroom interactional competence.

中文翻译：

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在L2教室中通过“ Mm hm”创建学习空间：对L2教室互动能力的启示

摘要第二语言（L2）课堂互动的研究非常重视教师第三轮反馈实践的价值。但是，这些行为的特征似乎是交互作用的次要方面（例如最小响应标记）（例如“ Mm”，“ Mm hm”，“ Uh huh”，“ Okay”，“ Yeah”）在这些实践中的作用。很详细。试图检查此类标记在语言教学和学习过程中的作用的研究大多采用了话语分析的观点，从而或多或少地将它们视为同质群体（即“反向通道信号”）。但是，通过种族方法研究，发现每个标记都在做独特的工作。这项研究采用多模式对话分析的观点来调查英语作为外语教师在教师教育环境中对“ Mm hm”的使用。分析表明，教师如何使用代币作为“继续”来保留第三轮评估，从而保持渠道开放供进一步参与，从而创造学习空间。因此，本研究加深了我们对第二语言教师的第三轮反馈实践的理解，并直接影响了第二语言教师课堂互动能力。