Teaching conversation and sociocultural norms with conversation analysis

Cited by 20 other publications

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2018.  In Conversation Analysis and Language Alternation [Pragmatics & Beyond New Series, 295],

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.

Battestini, Joëlle & Jeanne Rolin-Ianziti

2000. Nonverbal features of speech and foreign language comprehension. Australian Review of Applied Linguistics 23:1 ► pp. 15 ff.

Betz, Emma M. & Thorsten Huth

2014. Beyond Grammar: Teaching Interaction in the German Language Classroom. Die Unterrichtspraxis/Teaching German 47:2 ► pp. 140 ff.

Cheng, Tsui-Ping

2016. Authentic L2 interactions as material for a pragmatic awareness-raising activity. Language Awareness 25:3 ► pp. 159 ff.

Drake, Derek & Veronika Drake

2015. “Tags are easy,ne?”: How to Teach the Use of Tags in the German Language Classroom. Die Unterrichtspraxis/Teaching German 48:1 ► pp. 146 ff.

Fernández, Julieta

2015. General extender use in spoken Peninsular Spanish: metapragmatic awareness and pedagogical implications. Journal of Spanish Language Teaching 2:1 ► pp. 1 ff.

Ghaffarian, Sara

2015. Are youdennmarried? Applying Insights from Conversation Analysis to Teachdennas a Modal Particle. Die Unterrichtspraxis/Teaching German 48:1 ► pp. 133 ff.

Huth, Thorsten

2006. Negotiating structure and culture: L2 learners’ realization of L2 compliment-response sequences in talk-in-interaction. Journal of Pragmatics 38:12 ► pp. 2025 ff.

Huth, Thorsten

2008. Pragmatics Revisited: Teaching with Natural Language Data. Die Unterrichtspraxis/Teaching German 40:1 ► pp. 21 ff.

Huth, Thorsten

2010. Intercultural Competence in Conversation: Teaching German Requests. Die Unterrichtspraxis/Teaching German 43:2 ► pp. 154 ff.

Huth, Thorsten

2011. Conversation Analysis and Language Classroom Discourse. Language and Linguistics Compass 5:5 ► pp. 297 ff.

Huth, Thorsten, Emma Betz & Carmen Taleghani-Nikazm

2019. Rethinking language teacher training: steps for making talk-in-interaction research accessible to practitioners. Classroom Discourse 10:1 ► pp. 99 ff.

Linneweber, Judith

2016. Why a German ‘oh’ is not necessarily an English ‘oh’: Showing understanding and emotions with Change-of-State Tokens. Die Unterrichtspraxis/Teaching German 49:2 ► pp. 186 ff.

Nesbitt, Gordon M. & Anthony Grant

2015. Applying the Multi-Institutional Study of Leadership Findings to Collegiate Recreation and Athletics. New Directions for Student Leadership 2015:147 ► pp. 19 ff.

Nguyen, Hanh thi

2019.  In Teaching and Testing L2 Interactional Competence, ► pp. 397 ff.

Overstreet, Maryann, Jennie Tran & Sylvia Zietze

2008. Increasing Pragmatic Awareness: Die Vagheit der Sprache und so. Die Unterrichtspraxis/Teaching German 39:1-2 ► pp. 24 ff.

Tajeddin, Zia, Minoo Alemi & Sajedeh Razzaghi

2014. Cross-cultural Perceptions of Impoliteness by Native English Speakers and EFL Learners: The Case of Apology Speech Act. Journal of Intercultural Communication Research 43:4 ► pp. 304 ff.

Taleghani-Nikazm, Carmen

2016. “achJA, dann kenn ich das auch!” Managing Understanding and Knowledge: On Teaching Response Tokens in the German Language Classroom. Die Unterrichtspraxis/Teaching German 49:2 ► pp. 199 ff.

Zhao, Yan & Jiangfeng Liu

2019.  In Literature, Spoken Language and Speaking Skills in Second Language Learning, ► pp. 118 ff.

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