This paper explores instructor elicitation practices used in mandatory one-on-one instructional sessions to prompt learners of Japanese to incorporate specific linguistic items in their responses. Specifically, the study is based on a corpus of 15 h of video-recorded interactions in a study abroad program in Japan. Drawing on multimodal conversation analysis, the study investigates: (1) how instructors design and sequentially place elicitations to prompt learners to use a specific target language form while engaging in meaning-focused activities; and (2) how these elicitation designs and placements affect the accomplishment of the intended pedagogical goal. The findings contribute to the understanding of elicitation practices for specific pedagogical purposes and yield empirically based insights that can inform interactional decisions.

中文翻译：

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提示学习者使用目标语言形式：一对一教学课程中的启发实践

本文探讨了在强制性一对一教学课程中使用的教师启发实践，以提示日语学习者在他们的回答中纳入特定的语言项目。具体来说，该研究基于日本留学项目中 15 小时的视频录制互动语料库。利用多模态对话分析，该研究调查了：（1）教师如何设计并按顺序放置启发，以提示学习者在从事以意义为中心的活动时使用特定的目标语言形式； (2) 这些启发设计和布置如何影响预期教学目标的实现。这些发现有助于理解特定教学目的的启发实践，并产生基于经验的见解，可以为互动决策提供信息。