Speaker Biography
Li Jingjie is a Professor and Doctoral Supervisor at the Institute of Language Sciences, Shanghai International Studies University. Her research interests primarily include corpus linguistics, multimodal discourse studies, and classroom discourse studies. She holds a Ph.D. in Foreign Linguistics and Applied Linguistics from Shanghai Jiao Tong University and completed her postdoctoral research at the Research Centre for Information and Language Systems at the University of Liverpool, UK. She has been granted three national invention patents and software copyrights, and has published over 40 research articles in journals such as the Journal of English for Academic Purposes, the International Journal of Corpus Linguistics, the International Journal of Applied Linguistics, Foreign Language Teaching and Research, Foreign Languages, Computer-Assisted Foreign Language Education, Foreign Languages and Their Teaching, and Foreign Language Learning Theory and Practice. She has led multiple research projects, including those funded by the National Social Science Fund of China and the Shanghai Social Science Fund.
Lecture Time & Venue
Time: April 29, 2026, 18:00
Venue: Room 103, Teaching Building No. 5
Lecture Title
A Study on the Correlation Between Metadiscourse and Teacher Moves: A Case Study of Teacher-Student Interaction in Linguistics Classrooms
Lecture Abstract
This paper examines how teachers coordinate metadiscourse and teacher moves to jointly promote student thinking in university linguistics classroom interactions. The study finds that teachers employ diverse metadiscoursal resources to support students’ reasoning processes in classroom interaction, and when executing specific moves, they tend to use particular types of metadiscourse. Interactive metadiscourse is mainly used to organize and guide the classroom discourse and interaction process, while interactional metadiscourse serves to express teacher attitudes and facilitate dialogue, thereby enhancing student engagement. The study also shows that teacher moves often do not occur in isolation but tend to combine with other moves to form longer move sequences, resulting in relatively stable structural sequence patterns. Metadiscourse also exhibits co-selection features with move sequences, helping to maintain the coherence and progression path of the sequences. By coordinating move sequences and metadiscoursal resources, teachers construct diverse dialogic spaces to promote students’ cognitive engagement and deeper thinking.
