Lecture by Professor Li Jingjie
About the Speaker
Li Jingjie is a Professor and Doctoral Supervisor at the Institute of Linguistic Sciences, Shanghai International Studies University. Her research interests mainly include corpus linguistics, multimodal discourse studies, and classroom discourse studies. She has been granted 3 national invention patents and software copyrights. She has published over 40 research articles in journals such as System, Journal of English for Academic Purposes, International Journal of Corpus Linguistics, International Journal of Applied Linguistics, Foreign Language Teaching and Research, Journal of Foreign Languages, Computer-Assisted Foreign Language Education in China, 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 and the Shanghai Social Science Fund.
Lecture Time & Venue
Time: 18:00–19:00, October 15, 2026
Venue: Room 155B, Building 5
Lecture Title
A Multimodal Study of Classroom Teacher Feedback: A Multimodal Corpus-Based Analysis
Lecture Abstract
This study explores the multimodal organization of teacher feedback in teacher-student interaction in EFL classrooms. Drawing on Multimodal (Inter)action Analysis, the study identifies the higher-level actions (HLAs) that constitute teacher feedback and codes the 24 embodied modes involved in realizing these actions. On this basis, the study examines the multimodal organization of feedback HLAs from two interrelated dimensions: modal density and modal coherence. The findings reveal that different types of feedback HLAs exhibit distinct modal density characteristics, reflecting a multimodal organizational pattern that is both structural and adaptive. Within individual HLAs and across different HLAs, the simultaneity and sequentiality of multimodal resources work together, so that teacher feedback does not unfold as a series of isolated actions but forms a hierarchically organized action trajectory that maintains multimodal coherence.
This study helps deepen the understanding of teacher feedback in the classroom and provides a framework for multimodal research on teacher feedback that analyzes from modal configuration within individual actions to modal synergy across actions, further revealing the hierarchical nature, dynamics, and multimodal coherence of classroom teaching actions.
