This conversation analytic paper explores how students in pair and groupwork tasks produce and respond to claims of insufficient knowledge (CIKs). Based on 7 h of video recordings of peer interaction from 18 English as a Foreign Language (EFL) classes in Czech secondary schools, we analyze how students express and negotiate their epistemic status using CIKs: when producing a CIK, the current speaker assumes a not-knowing status, thus making the imminent speaker change more relevant, as the next speaker then typically reveals his or her epistemic status. We also show that when a CIK is produced dyadic interactions in second position, the first speaker then produces a knowledge display response, or another CIK, resulting in abandoning the question, which differs from sequences that can be found in frontal teaching. The findings also show that CIKs can be used to resume task-related talk and initiate repair sequences focusing on language issues that the task comprises. Thus, CIKs can be viewed as central interactional resources for students to manage the task, i.e., to invite others to contribute, to resume their talk, or to abandon the current question, and to initiate repair sequences focusing on problematic items from the task.

这篇对话分析论文探讨了学生在结对和小组任务中如何产生和回应知识不足的主张（CIK）。基于捷克中学 18 个英语作为外语 (EFL) 班级的 7 小时同伴互动视频记录，我们分析了学生如何使用 CIK 表达和协商他们的认知状态：在制作 CIK 时，当前发言者假设不是-了解状态，从而使即将到来的发言者的变化更加相关，因为下一个发言者通常会揭示他或她的认知状态。我们还表明，当 CIK 在第二位置产生二元交互时，第一个说话者会产生知识显示响应或另一个 CIK，从而导致放弃问题，这与正面教学中的序列不同。研究结果还表明，CIK 可用于恢复与任务相关的对话，并启动针对任务所包含的语言问题的修复序列。因此，CIK 可以被视为学生管理任务的中央交互资源，即邀请其他人贡献、继续他们的演讲或放弃当前问题，并启动专注于任务中有问题的项目的修复序列。