Abstract This study aims to present how intercultural and intracultural communication unfolds in EFL classrooms with NNESTs and NESTs who constantly negotiate common ground and positionings with their students. Three NEST and three NNEST teaching partners were observed and audio recorded during the first and fifth weeks of a new course they taught in turns. Data were transcribed and analyzed through conversation analysis using Kecskes and Zhang’s socio-cognitive approach to common ground (Kecskes, István & Fenghui Zhang. 2009. Activating, seeking, and creating common ground. A socio-cognitive approach. Pragmatics and Cognition 17(2). 331–355) and Davies and Harré’s positioning theory (Davies, Bronwyn and Rom Harré. 1990. Positioning: The discursive production of selves. Journal for the Theory of Social Behaviour 20(1). 43–63). The findings revealed several differences in the ways NESTs and NNESTs established common ground and positioned themselves in their social interactions. NESTs’ lack of shared background with their students positioned them as outsiders in a foreign country and enabled them to establish more core common ground (i.e., building new common knowledge between themselves and their students). NNESTs maintained the already existing core common ground with their students (i.e., activating the common knowledge they shared with their students) while positioning themselves as insiders. NESTs’ difference-driven, cultural mediator approach to common ground helped them create meaningful contexts for language socialization through which students not only learned the target language but also the culture. On the other hand, NNESTs adopted a commonality-driven, insider approach that was transmission-of-knowledge oriented, focusing on accomplishing a pedagogical goal rather than language socialization.

中文翻译：

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师生互动中的共同点和定位：EFL课堂中的第二语言社会化

摘要 本研究旨在展示跨文化和跨文化交流如何在 EFL 课堂​​中与 NNEST 和不断与学生协商共同点和定位的 NEST 展开。三位 NEST 和三位 NNEST 教学伙伴在他们轮流教授的新课程的第一周和第五周进行了观察和录音。使用 Kecskes 和 Zhang 的社会认知共同点方法通过对话分析转录和分析数据（Kecskes, István & Fenghui Zhang. 2009. Activating, seek, and create common ground. A social-cognitive approach. Pragmatics and Cognition 17(2 ). 331–355) 和 Davies 和 Harré 的定位理论 (Davies, Bronwyn 和 Rom Harré. 1990. Positioning: The discursive production of self. Journal for the Theory of Social Behavior 20(1). 43–63)。研究结果揭示了 NEST 和 NNEST 在建立共同点和在社交互动中定位自己的方式上存在一些差异。NEST 与学生缺乏共同背景，将他们定位为国外的局外人，使他们能够建立更多的核心共同点（即，在他们自己和学生之间建立新的共同知识）。NNEST 与学生保持现有的核心共同点（即激活他们与学生共享的共同知识），同时将自己定位为内部人员。NESTs 以差异为导向、文化调解人的共同点方法帮助他们为语言社会化创造了有意义的环境，通过这些环境，学生不仅学习了目标语言，而且还学习了文化。另一方面，NNESTs 采用了共性驱动，