Research on reported speech in classrooms has focused on the roles and functions of quoted conversation produced by the teacher; however, there is less information on the responses following this device and its multimodal character. This study draws on a multimodal conversation analysis approach to investigate teachers’ use of reported speech in evaluating students’ performances by examining 83 hours of videotaped elementary school classroom interactions in Korea. The findings suggest that teachers frequently employ reported speech in the evaluative element of the three-turn instructional sequence to create an affiliative atmosphere in the event of a negative assessment. Sequences that contained reported speech were compared with teachers’ evaluations produced by simply repeating students’ answers. The findings suggest that the multimodal production of reported speech might be a tool adapted for the classroom institutional context by creating a positive space for learning compared to other similar devices available in the classroom.

课堂报告语研究主要关注教师引述对话的作用和作用；但是，关于此设备及其多模式特征的响应的信息较少。本研究采用多模态对话分析方法，通过检查 83 小时的韩国小学课堂互动录像，调查教师在评估学生表现时使用报告的演讲。研究结果表明，教师经常在三轮教学序列的评估元素中使用报告的演讲，以在负面评估的情况下营造一种亲和的氛围。将包含报告语音的序列与教师通过简单地重复学生的答案所产生的评价进行比较。