Article published in:
Themes in SLA Research
Edited by Kathleen Bardovi-Harlig and Zoltán Dörnyei
[AILA Review 19] 2006
► pp. 8399
Cited by

Cited by 88 other publications

No author info given
2012.  In The Handbook of Conversation Analysis,  pp. 741 ff. Crossref logo
No author info given
2014.  In Pragmatic Competence and Relevance [Pragmatics & Beyond New Series, 245], Crossref logo
Al-Gahtani, Saad & Carsten Roever
2014. Insert and post-expansion in L2 Arabic requests. System 42  pp. 189 ff. Crossref logo
Alsaadi, Nadia Saeed M & Cihat Atar
2019. Wait-time in Material and Classroom Context Modes. International Journal of Contemporary Educational Research Crossref logo
Balaman, Ufuk & Olcay Sert
2017. Development of L2 interactional resources for online collaborative task accomplishment. Computer Assisted Language Learning 30:7  pp. 601 ff. Crossref logo
Barraja-Rohan, Anne-Marie
2011. Using conversation analysis in the second language classroom to teach interactional competence. Language Teaching Research 15:4  pp. 479 ff. Crossref logo
Batlle, Jaume & Maria del Mar Suárez
2020. An analysis of repair practices in L2 Spanish listening comprehension materials with implications for teaching interactional competence. Classroom Discourse  pp. 1 ff. Crossref logo
Brandt, Adam & Kristian Mortensen
2015.  In Research Methods in Intercultural Communication,  pp. 297 ff. Crossref logo
Broth, Mathias & Fanny Forsberg Lundell
2013. Napouléon’s sequential heritage. Using a student error as a resource for learning and teaching pronunciation in the French foreign language classroom. Classroom Discourse 4:1  pp. 89 ff. Crossref logo
Brouwer, Catherine E.
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Brouwer, Catherine E.
2021.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Burch, Alfred Rue
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Bushnell, Cade
2014. On developing a systematic methodology for analyzing categories in talk-in-interaction: Sequential categorization analysis. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 24:4  pp. 735 ff. Crossref logo
Byon, Andrew Sangpil
2015.  In The Handbook of Korean Linguistics,  pp. 389 ff. Crossref logo
Eisenchlas, Susana A.
2009. Conceptualizing ‘Communication’ in Second Language Acquisition. Australian Journal of Linguistics 29:1  pp. 45 ff. Crossref logo
Eskildsen, Søren W., Simona Pekarek Doehler, Arja Piirainen-Marsh & John Hellermann
2019.  In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38],  pp. 1 ff. Crossref logo
Figueiredo, Eduardo Henrique Diniz de
2018. Second language acquisition in Brazil since the social turn. Revista Brasileira de Linguística Aplicada 18:1  pp. 1 ff. Crossref logo
Friedman, Debra A.
2012.  In Research Methods in Second Language Acquisition,  pp. 180 ff. Crossref logo
Gardner, Rod & Ilana Mushin
2017.  In Children’s Knowledge-in-Interaction,  pp. 13 ff. Crossref logo
Godley, Amanda J.
2012.  In The Handbook of Intercultural Discourse and Communication,  pp. 449 ff. Crossref logo
Hall, Joan Kelly
2018. From L2 interactional competence to L2 interactional repertoires: reconceptualising the objects of L2 learning. Classroom Discourse 9:1  pp. 25 ff. Crossref logo
Hall, Joan Kelly & Duff Johnston
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Hellermann, John
2009. Looking for Evidence of Language Learning in Practices for Repair: A Case Study of Self‐Initiated Self‐Repair by an Adult Learner of English. Scandinavian Journal of Educational Research 53:2  pp. 113 ff. Crossref logo
Hellermann, John
2009. Practices for dispreferred responses using no by a learner of English. IRAL - International Review of Applied Linguistics in Language Teaching 47:1 Crossref logo
Hellermann, John
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Hellermann, John
2018. Languaging as competencing: considering language learning as enactment. Classroom Discourse 9:1  pp. 40 ff. Crossref logo
Hellermann, John & Yo-An Lee
2014. Members and their competencies: Contributions of ethnomethodological conversation analysis to a multilingual turn in second language acquisition. System 44  pp. 54 ff. Crossref logo
HUTH, THORSTEN
2010. Can Talk Be Inconsequential? Social and Interactional Aspects of Elicited Second-Language Interaction. The Modern Language Journal 94:4  pp. 537 ff. Crossref logo
Huth, Thorsten
2011. Conversation Analysis and Language Classroom Discourse. Language and Linguistics Compass 5:5  pp. 297 ff. Crossref logo
Hynninen, Niina
2011. The practice of ‘mediation’ in English as a lingua franca interaction. Journal of Pragmatics 43:4  pp. 965 ff. Crossref logo
Höhn, Sviatlana
2020.  In Maschinen der Kommunikation [ars digitalis, ],  pp. 87 ff. Crossref logo
Ikeda, Naoki
2021. Assessing L2 learners’ pragmatic ability in problem-solving situations at English-medium university. Applied Pragmatics 3:1  pp. 51 ff. Crossref logo
Kim, Stephanie Hyeri & Innhwa Park
2015. Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants. Text & Talk 35:2 Crossref logo
KUBANYIOVA, MAGDALENA
2008. Rethinking Research Ethics in Contemporary Applied Linguistics: The Tension Between Macroethical and Microethical Perspectives in Situated Research. The Modern Language Journal 92:4  pp. 503 ff. Crossref logo
KUBANYIOVA, MAGDALENA
2015. The Role of Teachers’ Future Self Guides in Creating L2 Development Opportunities in Teacher-Led Classroom Discourse: Reclaiming the Relevance of Language Teacher Cognition. The Modern Language Journal 99:3  pp. 565 ff. Crossref logo
Lam, Daniel M. K.
2018. What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence. Language Testing 35:3  pp. 377 ff. Crossref logo
Lam Hoang, Thi Giang & Anna Filipi
2019. In pursuit of understanding and response: a micro-analysis of language alternation practices in an EFL university context in Vietnam. The Language Learning Journal 47:1  pp. 116 ff. Crossref logo
Lamb, Gavin
2016.  In Emotion in Multilingual Interaction [Pragmatics & Beyond New Series, 266],  pp. 29 ff. Crossref logo
Lee, Joseph J.
2018.  In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. Crossref logo
Lee, Yo-An
2010. Learning in the contingency of talk-in-interaction. Text & Talk - An Interdisciplinary Journal of Language, Discourse & Communication Studies 30:4  pp. 403 ff. Crossref logo
Lee, Yo-An
2013. Descriptions of second language interaction: Toward descriptive adequacy. The Modern Language Journal 97:4  pp. 853 ff. Crossref logo
Lee, Yo-An & John Hellermann
2014. Tracing Developmental Changes Through Conversation Analysis: Cross-Sectional and Longitudinal Analysis. TESOL Quarterly 48:4  pp. 763 ff. Crossref logo
Lee, Yo-An & John Hellermann
2020. Managing language issue in second language storytelling. System 93  pp. 102311 ff. Crossref logo
Markee, N.
2007. Toward a Learning Behavior Tracking Methodology for CA-for-SLA. Applied Linguistics 29:3  pp. 404 ff. Crossref logo
Markee, Numa
2015.  In The Handbook of Classroom Discourse and Interaction,  pp. 507 ff. Crossref logo
Markee, Numa & Silvia Kunitz
2015.  In The Handbook of Classroom Discourse and Interaction,  pp. 425 ff. Crossref logo
Markee, Numa & Mi-Suk Seo
2009. Learning talk analysis. IRAL - International Review of Applied Linguistics in Language Teaching 47:1 Crossref logo
Moody, Stephen J & Shinsuke Tsuchiya
2021. Participation in Multiparty Language Play: Navigating Sociability and Learning in Dinnertime Conversations. Applied Linguistics 42:3  pp. 414 ff. Crossref logo
Mori, Junko & Numa Markee
2009. Language learning, cognition, and interactional practices: An introduction. IRAL - International Review of Applied Linguistics in Language Teaching 47:1  pp. 1 ff. Crossref logo
Nicholas, Allan
2015. A concept-based approach to teaching speech acts in the EFL classroom. ELT Journal 69:4  pp. 383 ff. Crossref logo
Okada, Yusuke
2010. Role-play in oral proficiency interviews: Interactive footing and interactional competencies. Journal of Pragmatics 42:6  pp. 1647 ff. Crossref logo
Okada, Yusuke
2015. Building rapport through sequentially linked joke-serious responses in Second Language job interviews. Pragmatics and Society 6:4  pp. 593 ff. Crossref logo
OKADA, Yusuke
2016. Explicating the Development of Interactional Competence: The Method and Value of Longitudinal Conversation Analysis. IEICE ESS Fundamentals Review 9:4  pp. 304 ff. Crossref logo
Pallotti, Gabriele
2016. A Typology of Statements about Discourse. Applied Linguistics 37:3  pp. 377 ff. Crossref logo
Pan, Yun
2020. Searching for the unit of meaning: Knowledge construction in university small group talk. Applied Linguistics Review 0:0 Crossref logo
Park, Y.
2014. The Roles of Third-Turn Repeats in Two L2 Classroom Interactional Contexts. Applied Linguistics 35:2  pp. 145 ff. Crossref logo
Park, Yujong
2020. ‘Your pronunciation is really good’: the construction of linguistic identities in ELF interactions among multilingual speakers. International Journal of Multilingualism  pp. 1 ff. Crossref logo
Pekarek Doehler, Simona
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Pekarek Doehler, Simona
2018. Elaborations on L2 interactional competence: the development of L2 grammar-for-interaction. Classroom Discourse 9:1  pp. 3 ff. Crossref logo
Pinnow, Rachel J.
2011. “I’ve got an idea”: A social semiotic perspective on agency in the second language classroom. Linguistics and Education 22:4  pp. 383 ff. Crossref logo
Pouromid, Sajjad
2021. From incompetence to competence: maintaining intersubjectivity through shifting epistemic stance in intercultural L2 talk in an Asian context. Asian Englishes 23:2  pp. 166 ff. Crossref logo
Roh, Teri Rose Dominica & Yo-An Lee
2018. Teacher repetition as an instructional resource for classroom interaction: Three pedagogical actions in kindergartens in an EFL context. System 74  pp. 121 ff. Crossref logo
Safont Jordà, Maria Pilar
2012.  In The Encyclopedia of Applied Linguistics, Crossref logo
Schmidt, Katja
2019.  In Interaktion im Klassenzimmer,  pp. 75 ff. Crossref logo
Shively, Rachel L.
2013.  In The Handbook of Spanish Second Language Acquisition,  pp. 331 ff. Crossref logo
Shively, Rachel L.
2015. Developing interactional competence during study abroad: Listener responses in L2 Spanish. System 48  pp. 86 ff. Crossref logo
Sieglová, Dagmar, Lenka Stejskalová & Ioana Kocurová-Giurgiu
2017. Optimizing language instruction at the tertiary level: student needs analysis toward educational change. Language Learning in Higher Education 7:2 Crossref logo
Skogmyr Marian, Klara & Ufuk Balaman
2018. Second language interactional competence and its development: An overview of conversation analytic research on interactional change over time. Language and Linguistics Compass 12:8  pp. e12285 ff. Crossref logo
Soler, Eva Alcón
2008. Investigating pragmatic language learning in foreign language classrooms. IRAL - International Review of Applied Linguistics in Language Teaching 46:3 Crossref logo
Su, Yunwen & Wei Ren
2017. Developing L2 Pragmatic Competence in Mandarin Chinese: Sequential Realization of Requests. Foreign Language Annals 50:2  pp. 433 ff. Crossref logo
Tavakoli, Parvaneh, Colin Campbell & Joan McCormack
2016. Development of Speech Fluency Over a Short Period of Time: Effects of Pedagogic Intervention. TESOL Quarterly 50:2  pp. 447 ff. Crossref logo
Timpe-Laughlin, Veronika
2018.  In Task-Based Approaches to Teaching and Assessing Pragmatics [Task-Based Language Teaching, 10],  pp. 288 ff. Crossref logo
Toth, Paul D. & Kristin J. Davin
2016. The Sociocognitive Imperative of L2 Pedagogy. The Modern Language Journal 100:S1  pp. 148 ff. Crossref logo
van Compernolle, Rémi A.
2010. Incidental microgenetic development in second‐language teacher–learner talk‐in‐interaction. Classroom Discourse 1:1  pp. 66 ff. Crossref logo
Vekarić, Gordana & Ivana Trbojević-Milošević
2020. Discourse of discipline: Communicative strategies in coaches' speech. Fizicka kultura 74:1  pp. 47 ff. Crossref logo
Walsh, Steve & Olcay Sert
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Walsh, Steve & Olcay Sert
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 737 ff. Crossref logo
WARING, HANSUN ZHANG
2008. Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. The Modern Language Journal 92:4  pp. 577 ff. Crossref logo
Waring, Hansun Zhang
2009. Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis. Language Learning 59:4  pp. 796 ff. Crossref logo
Waring, Hansun Zhang
2011. Learner initiatives and learning opportunities in the language classroom. Classroom Discourse 2:2  pp. 201 ff. Crossref logo
Waring, Hansun Zhang
2013. ‘How was your weekend?’: developing the interactional competence in managing routine inquiries. Language Awareness 22:1  pp. 1 ff. Crossref logo
Waring, Hansun Zhang
2019.  In Second Handbook of English Language Teaching [Springer International Handbooks of Education, ],  pp. 1053 ff. Crossref logo
Waring, Hansun Zhang
2019.  In Second Handbook of Information Technology in Primary and Secondary Education [Springer International Handbooks of Education, ],  pp. 1 ff. Crossref logo
Xiao, Feng
2017. Development in the use of Chinese mitigation in interaction. Chinese as a Second Language Research 6:1  pp. 39 ff. Crossref logo
Xiao, Feng
2018.  In The Handbook of Advanced Proficiency in Second Language Acquisition,  pp. 461 ff. Crossref logo
Younhee Kim
2016. Development of L2 Interactional Competence: Being a Story Recipient in L2 English Conversation. Discourse and Cognition 23:1  pp. 1 ff. Crossref logo
Zhang, Jie
2016.  In Chinese Language Education in the United States [Multilingual Education, 14],  pp. 63 ff. Crossref logo
Åhlund, Anna & Karin Aronsson
2015. Corrections as multiparty accomplishment in L2 classroom conversations. Linguistics and Education 30  pp. 66 ff. Crossref logo

This list is based on CrossRef data as of 18 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.