Abstract
This study adopts a cross-disciplinary perspective to focus on the interactive discourse in Modern Chinese classrooms, exploring the interactive pattern between teachers and students, discourse characteristics, and their impact on learning outcomes. Employing both classroom observation and conversation analysis, this empirical study was conducted on Modern Chinese classes in the Chinese Language and Literature Department of Z University. After a detailed analysis of the transcribed classroom interaction discourse, six main interaction discourse patterns were identified: IRF, [InRn]F, InRn, I[RnFn], [InRn]FR, and IR[FnRn]. The findings indicate that, while the traditional IRF model persists as the predominant form of classroom interaction, more complex interactive patterns (such as [InRn]F) are more effective in enhancing student participation and discourse volume in the classroom. This study offers practical recommendations on motivating student participation and elevating the quality of classroom interaction, providing valuable insights for the reform of Modern Chinese language teaching.