1、 Introduction

The importance of classroom discourse analysis was introduced, with a focus on the "Birmingham Model" proposed by Sinclair and Coulthard, particularly the IRF conversation model. At the same time, the role of multimodal interaction in interpersonal communication was emphasized, as well as Norris' proposed multimodal interaction analysis method. This article aims to use multimodal interaction analysis methods to study the IRF conversations in Chinese primary oral practice classes, explore the distribution characteristics and structural configuration of modalities, and provide reference for multimodal Chinese teaching.

2、 Related research

In depth exploration of the interdisciplinary applications of multimodal interaction analysis in linguistics, semiotics, sociology, and other disciplines, and an overview of the three major research paths of multimodal discourse analysis. Multimodal interaction analysis emphasizes that all interactions are multimodal and values the comprehensive use of various modal resources by individuals in communication. In the field of teaching, multimodal theory has been applied to research on multimodal reading and writing abilities, science education, English and media education, etc. Domestic research also covers aspects such as multimodal reading and writing abilities, modal selection and collaboration. However, there is relatively little research on teaching based on multimodal interaction analysis, especially in the field of Chinese language teaching. Research on international Chinese language teaching often focuses on teaching characteristics, vocabulary teaching, etc., while research on multimodal interaction in oral classroom conversations is relatively lacking. This article aims to analyze the teacher-student conversations in Chinese oral practice classes, explore the characteristics of multimodal interaction, in order to improve teachers' multimodal teaching abilities and optimize teaching effectiveness.

3、 Research and Design of Multimodal Interaction Analysis in IRF Conversations

Introduced the research design of multimodal interactive analysis of IRF conversations in Chinese beginner oral practice classes. The research questions include the communication modes used by teachers, the distribution characteristics of modes, and functional roles. We have selected the primary oral practice video of a short-term Chinese language enhancement project in North America as the corpus, which is representative and authentic. The research methods include multimodal transcription annotation, data statistical analysis, and communicative modality classification based on Norris (2004) and Lei Li and Pan Yufang (2022), to annotate and analyze the written text, oral language, posture, gestures, distance, and other modalities used by teachers.

4、 Multimodal data statistics and analysis of classroom IRF conversations

Through the use of ELAN6.4 software, multimodal data statistics and analysis were conducted on IRF conversations in Chinese primary oral practice classes, and it was found that body posture and gestures accounted for the largest proportion in teacher communication. The body posture modality includes position, form, and orientation. Teachers initiate topics and provide positive feedback by opening up and leaning forward towards students' body posture. Gesture modes are divided into four categories: pictorial, metaphorical, indicative, and rhythmic. Teachers use gestures to describe specific objects, abstract concepts, indicate positions, correct student errors, lead students to speak together, and adjust the rhythm of speech. The auditory modality mainly refers to the discourse of teachers and students, with teacher discourse focusing on the elicitation and feedback steps, and student discourse focusing on the response steps. The visual modality is mainly blackboard writing, which provides visual input for students. Environmental modality refers to the distance between teachers and students in communication, and this study mainly involves personal and social distance.

5、 Conclusion

Summarized the dominant role of teachers' physical and auditory modalities in Chinese primary oral practice classes, the dynamic changes in modal selection and their different functions in different speech steps, and the importance of teachers constructing different identity roles by adjusting modal configurations. At the same time, the limitations of the research were pointed out, such as the particularity of Chinese language teaching in North America in China, and the need for further research on the distribution and function of modal subcategories. Finally, the practical implications of IRF conversation multimodal interaction research for the design, implementation, and teacher competence development of Chinese multimodal teaching were emphasized, as well as the call for more research attention.