This study investigates responding styles of East Asian students (EASs) and native-English-speaking students (NESSs) in the American graduate classroom. The issue of EASs’ perceived lack of participation has become a salient phenomenon in American education (Yanagi & Baker, 2016). In previous studies focused on why they do not actively participate (Zarrinabadi & Tanbakooei, 2016), numerous researchers have pointed to the mismatch of EASs’ participation patterns and the American classroom as one factor (Takahashi, 2019). However, there has been little research on how and when they actually do participate and how their contributions are constructed in response to particular types of teacher questions. By video-recording 30 h of teacher-student interaction and through the use of the conversation analytic (CA) approach, this study demonstrates EASs’ and NESSs’ distinctive responding styles: answering and exploring, respectively. The findings of this study are beneficial for teachers to help promote participation from diverse groups in today's American classroom.

本研究调查了美国研究生课堂中东亚学生 (EAS) 和母语为英语的学生 (NESS) 的反应风格。EAS 缺乏参与的问题已成为美国教育中的一个突出现象（Yanagi & Baker，2016 年）。在以前的研究主要集中在 为什么 他们不积极参与（Zarrinabadi＆Tanbakooei，2016），许多研究者已经指出的EASS的参与模式的不匹配和美国课堂的一个因素（高桥，2019）。然而，一直很少研究 如何 以及 何时 他们实际上 不 参与， 怎么样 他们的贡献是针对特定类型的教师问题而构建的。通过录制 30 小时的师生互动视频，并通过使用对话分析 (CA) 方法，本研究展示了 EAS 和 NESS 独特的反应风格：分别是回答和探索。这项研究的结果有利于教师帮助促进当今美国课堂中不同群体的参与。