In foreign language learning, students are commonly encouraged to share their experiences, opinions and beliefs. Such actions position the teacher as an interactant with no access to this knowledge unless the student makes it publicly available. At the same time, it is normatively expected that teachers have primary access to knowledge related to their responsibilities as language experts. Such contextual constraints shape classroom interaction within which moments of epistemic incongruence may arise as, for example, when an epistemic stance is not in line with the assumed epistemic status. Taking a conversation analytic approach, this study aims to investigate teacher epistemic stance as a source of trouble that emerges during episodes of meaning-and-fluency foreign language classroom interaction. The analysis reveals that incongruent teacher epistemic stance unfolds in two ways: 1) when students have initiated a word-search that must be repaired by the teacher, and 2) when the teacher inaccurately anticipates some information pertaining to the students' territory of knowledge. In both cases, the teacher displays an epistemic stance that is seen to be incongruent with the participants’ epistemic statuses. Findings also indicate that these episodes require certain repair work to resolve the resulting dissonance to which the interactants orient.

在外语学习中，通常鼓励学生分享他们的经验，观点和信念。此类行为将教师定位为无法获得该知识的互动者，除非学生将其公开提供。同时，在正常情况下，期望教师首先获得与他们作为语言专家的职责有关的知识。这样的上下文约束塑造了课堂互动，例如，当认知立场与假定的认知状态不一致时，就可能出现认知不一致的时刻。本研究采用对话分析的方法，旨在调查教师的认知立场，认为这是在有意义和流利的外语课堂互动中出现的麻烦的根源。分析表明，教师的认识论立场不一致，有两种表现方式：1）学生发起了必须由教师修复的单词搜索时; 2）教师不正确地预料到了与学生知识领域有关的信息。在这两种情况下，老师都表现出一种认知态度，认为这与参与者的认知状态不符。研究结果还表明，这些事件需要进行某些修复工作才能解决交互对象所定向的结果不和谐。教师表现出的认知态度与参与者的认知状态不一致。研究结果还表明，这些事件需要进行某些修复工作才能解决交互对象所定向的结果不和谐。教师表现出的认知态度与参与者的认知状态不一致。研究结果还表明，这些事件需要进行某些修复工作才能解决交互对象所定向的结果不和谐。