Article published In:
Discourse Analysis and Language Teaching
Edited by Eva Alcón-Soler and Josep R. Guzman Pitarch
[Australian Review of Applied Linguistics. Series S 16] 2000
► pp. 135154
References
Alcón, E.
(1993) Análisis del discurso en contexto académico: La interacción como estrategia de adquisición de la L2. Unpublished doctoral dissertation. Valencia, Universitat de Valencia.Google Scholar
Alcón, E. and V. Codina
(1996) Shift in formal accuracy under a focused attention condition may indicate the on-line processing of information. International Journal of Psycholinguistics 12,1:21–35.Google Scholar
Alcón, E. and J.R. Guzman
Alcón, E. and E. Usó
(1998) Spoken discourse and second language learning. In E. Alcón and V. Codina (eds) Current trends in English language teaching methodology. Castellí, Servei de Publicacions de la Universitat Jaume I.Google Scholar
Assis, A.
(1997) Peer interaction and language learning in the foreign language context. Communication and Cognition 301:115–136.Google Scholar
Aston, G.
(1986) Troubleshooting interaction with learners: The more the merrier? Applied Linguistics 71:128–143. DOI logoGoogle Scholar
Austin, J. L.
(1962) How to do things with words. Cambridge (MA), Harvard University Press.Google Scholar
Bialystok, E.
(1984) Strategies in interlanguage learning and performance. In A. Davies, C. Criper and A.R.P. Howatt (eds) Interlanguage. Edinburgh, Edinburgh University Press.Google Scholar
(1990) Communication Strategies. Oxford and Cambridge (MA), Basil Blackwell.Google Scholar
Bou, P.
(1994) Communication strategies and topic sequences in the conversational discourse of Spanish learners of English. Stylistica. International Journal of Stylistic and Cultural Studies 21:153–162.Google Scholar
Bou, P. and C. Gregori
forthcoming) Pragmática intercultural: Emisiones del oyente en inglés británico y español peninsular. Quaderns de Filologia.
Braidi, S.
(1995) Reconsidering the role of interaction and input in second language acquisiton. Language Learning 451:141–175. DOI logoGoogle Scholar
Bremer, K., C. Roberts, T. Vasseur, M. Simonot and P. Broeder
(1996) Achieving understanding: Discourse in intercultural encounters. London, Longman.Google Scholar
Brown, G.
(1975) Microteaching. London, Methuen.Google Scholar
Brumfit, C. and K. Johnson
(eds) (1979) The communicative approach in language teaching. Oxford, Oxford University Press.Google Scholar
Brumfit, C.
(1984) Communicative methodoloy in language teaching. Cambridge, Cambridge University Press.Google Scholar
Cicourel, A.
(1992) The interpenetration of communicative contexts: examples from medical discourse. In A. Duranti and C. Goodwin (eds) Rethinking context: Language as an interactive phenomenon. Cambridge, Cambridge University Press.Google Scholar
Coulthard, M. and M. Montgomery
(1981) Studies in discourse analysis. London, Routlege and Kegan Paul.Google Scholar
Chaudron, C.
(1983) Simplification of input: Topic reinstatements and the effect on L2 learners’ recognition and recall. TESOL Quarterly 171:437–458. DOI logoGoogle Scholar
De Bot, K.
(1996) The psycholinguistics of the output hypothesis. Language Learning 461:529–555. DOI logoGoogle Scholar
Donato, R.
(1994) Collective scaffolding in second language learning. In J.P. Lantolf and G. Appel (eds) Vygotskian approaches to second language research. Norwood (NJ), Ablex.Google Scholar
Dörney, Z. and M.L. Scott
(1995) Communication strategies: An empirical analysis with reprospection. In J. S. Turley and K. Lusby (eds) Selected papers from the proceedings of the 21st Annual Symposium of the Deseret Language and Linguistics Society. Prove (UT), Birgham Young University.Google Scholar
Dörney, Z. and S. Thurrell
(1994) Teaching conversational skills intensively: course content and rationale. English Language Teaching Journal 451:16–23.Google Scholar
Dörney, Z. and M.L. Scott
(1997) Communication strategies in a second language: Definitions and taxonomies. Language Learning 471:173–210. DOI logoGoogle Scholar
Doughty, C. and J. Williams
(eds) (1998) Focus on form in classroom second language acquisition. Cambridge, Cambridge University Press.Google Scholar
Drummond, K. and R. Hopper
(1991) Misunderstanding and its remedies: Telephone miscommunication. In N. Coupland, H. Giles and J. Wiemann (eds) Miscommunication and problematic talk. Newbury Park, Sage Publications.Google Scholar
Ellis, R.
(1982) Informal and formal approaches to communicative language teaching. English Language Teaching Journal 361:73–81. DOI logoGoogle Scholar
Ellis, R., Y. Tanaka and A. Yamazaki
(1994) Classroom interaction, comprehension and the acquisition of L2 word meanings. Language Learning 441:449–491. DOI logoGoogle Scholar
Erickson, F.
(1996) Ethnographic microanalysis. In S.L. Mckay and N.H. Hornberger (eds) Sociolinguistics and language teaching. Cambridge, Cambridge University Press.Google Scholar
Faerch, C. and G. Kasper
(eds) (1983) Strategies in Interlanguage Communication. London, Longman.Google Scholar
(1984) Two ways of defining communication strategies. Language Learning 341:45–63. DOI logoGoogle Scholar
(1986) The role of comprehension in second language acquisition. Applied Linguistics 71:257–274. DOI logoGoogle Scholar
Ferguson, C.
(1977) Baby talk as a simplified register. In C. Snow and C. Ferguson (eds) Talking to children. Cambridge, Cambridge University Press.Google Scholar
Foster, P.
(1998) A classroom perspective on the negotiation of meaning. Applied Linguistics 191:1–23. DOI logoGoogle Scholar
Gardner, R.
(1998) Between speaking and listening: The vocalization of understanding. Applied Linguistics 191:204–224. DOI logoGoogle Scholar
Gass, S.
(1988) Integrating research areas: A framework for second language studies. Applied Linguistics 91:198–217. DOI logoGoogle Scholar
Gass, S.M. and E.M. Varonis
(1986) Sex differences in NNS/NNS interactions. In R.R. Day (ed.) Talking to learn: Conversation in second languaqe acquisition. Rowley (MA), Newbury House.Google Scholar
Gass, S. and E. Varonis
(1991) Miscommunication in non-native speaker discourse. In N. Coupland, H. Giles and J. Wiemann (eds) Miscommunication and problematic talk. Newbury Park, Sage Publications.Google Scholar
Gass, S., A. Mackey and T. Pica
(1998) The role of input and interaction in second language acquisition . Introduction to the special issue. The Modern Language Journal 821:299–307. DOI logoGoogle Scholar
Goffman, E.
(1959) The presentation of self in everyday life. New York, Anchor Books.Google Scholar
(1967) On face work. In E. Goffman (ed.) Interaction ritual. New York, Anchor Books.Google Scholar
(1981) Forms of talk. Philadelphia, University of Pennsylvania Press.Google Scholar
Goodwin, C.
(1992) He-said-she-said: Talk as a social organization among black children. Bloomington (IN), Indiana University Press.Google Scholar
Grice, H.
(1975) Logic and conversation. In P. Cole and J.L. Morgan (eds) Syntax and sematics, vol 3: Speech acts. New York, Academic Press.Google Scholar
Gumperz, J.
(1982a) Discourse strategies. Cambridge, Cambridge University Press.Google Scholar
(1982b) Language as social identiy. Cambridge, Cambridge University Press.Google Scholar
(1984) Miscommunication as a resource in the study of second language acquisition: a discourse analysis approach. In G Extra and M. Mittner (eds) Studies in second language acquisition by adult immigrants. Tilburg, Tilburg University.Google Scholar
(1992) Contextualization and understanding. In A. Duranti and C. Goodwin (eds) Rethinking context: language as an interactive phenomenon. Cambridge, Cambridge University Press.Google Scholar
Hatch, E.
(ed.) (1978a) Second language acquisition. Rowley (MA), Newbury House.Google Scholar
(ed.) (1978b) Discourse analysis and second language acquisition. In E. Hatch (ed.) Second language acquisition. Rowley (MA), Newbury House.Google Scholar
Hawkins, B.
(1985) Is an appropiate response always so appropiate? In S. Gass and C.G. Madden (eds) Input in second language acquisition. Rowley (MA), Newbury House.Google Scholar
Heath, S. B.
(1983) Ways with words: Language, life and work in communities and classrooms. Cambridge, Cambridge University Press.Google Scholar
Hymes, D.
(1972) Models of the interaction of language and social life. In J.J. Gumperz and D. Hymes (eds) Directions in sociolinguistics: Ethnography of communication. New York, Holt, Rinehart and Winston.Google Scholar
(1962) The ethnography of speaking. In T. Gladwin and W.C. Sturtev-ant (eds) Anthopology and human behaviour. Washington (DC), Anthropology Society of WashingtonGoogle Scholar
Iwashita, N.
(1993) Comprehensible output in NNS-NNS interaction in Japanese as a foreign language. MA Thesis. Melbourne, University of Melbourne.Google Scholar
Kasper, G. and E. Kellerman
(eds) (1997) Communication strategies. Psycholinguists and sociolinguistic ’perspectives. London, Longman.Google Scholar
Kellerman, E.
(1991) Compensatory strategies in a second language: A Critique, a revision, and some (Non-)Implications for the classroom. In R. Phillip-son, E. Kellerman, L. Selinker, M. Sharwood Smith and M. Swain (eds) Foreign/Second Language Pedagogy Research. Clevedon, Multilingual Matters.Google Scholar
Khanji, R.
(1996) Two perspectives in analyzing communication strategies. International Review of Applied Linguistics 341:144–154.Google Scholar
Krashen, S.
(1985) The input hypothesis: Issues and implications. London, Longman.Google Scholar
Labarca, A. and R. Khanji
(1986) On communication strategies: focus on interaction. Studies in Second Language Acquisition 81:68–79Google Scholar
Labov, W.
(1972b) Language in the inner city: Studies in the black English vernacular. Philadelphia, University of Pennsylvania Press.Google Scholar
(1972a) Sociolinguistics patterns. Philadelphia, University of Pennsylvania Press.Google Scholar
Lapierre, D.
(1994) Language output in a cooperative learning setting: Deter-minining its effects on second language learning. MA Thesis. Toronto, University of Toronto.Google Scholar
Levelt, W.J.M.
(1989) Speaking: From intention to articulation. Cambridge (MA), Bradford Books/MIT Press.Google Scholar
Liddicoat, A.
(1997) Interaction, social structure, and second language use. The Modern Language Journal 811:313–318.Google Scholar
Long, M.
(1980) Input, interaction, and second language acquisition. Unpublished doctoral dissertation. University of California, Los Angeles.Google Scholar
(1983) Linguistic and conversational adjustments to non-native speakers. Studies in Second Language Acquisition 51:177–193.Google Scholar
(1985) Input and second language acquisition theory. In S. Gass and C. Madden (eds) Input in second language acquisition. Rowley (MA), Newbury House.Google Scholar
Loschky, L.
(1994) Comprehensible input and second language acquisition. What is the relationship? Studies in Second Language Acquisition 161:303–323.Google Scholar
Lyster, R. and L. Ranta
(1997) Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition 191:37–66.Google Scholar
Manchon-Ruiz, R.
(1998) Broadening the concept of communication strategies in interlanguage communication. In E. Alcón and V. Codina (eds) Current trends in English language teaching methodology. Castellí, Servei de Publicacions de la Universitat Jaume I.Google Scholar
Musumeci, D.
(1996) Teacher-learner negotiation in content-based instruction: Communication at cross-purposes. Applied Linguistics 171:286–325.Google Scholar
Nobuyoski, J. and R. Ellis
(1993) Focussed communication tasks and second language acquisition. English Language Teaching Journal 471:203–211.Google Scholar
Nunan, D.
(1989) Designing tasks for the communicative classroom. Cambridge, Cambridge University Press.Google Scholar
Ochs, E. and B. Schieffelin
(eds) (1983) Acquiring conversational competence. London, Routledge.Google Scholar
Ochs, E.
(1979) Introduction: What child language can contribute to pragmatics. In E. Ochs and B. Schieffelin (eds) Developmental Pragmatics. New York, Academic Press.Google Scholar
Oliver, R.
(1995) Negative feedback in child NS-NNS Conversation. Studies in Second Language Acquisition 171:459–481.Google Scholar
Pica, T.
(1987) Second language acquisition, social interaction and the classroom. Applied Linguistics 71:1–25.Google Scholar
(1991) Classroom interaction, participation and comprehension: Redefining relationships. System 191:437–452.Google Scholar
(1993) Communication with second language learners: What does it reveal about the social and linguistic processes of second language learning? In J. Atalis (ed.) Language communication and social meaning. Washington (DC), Georgetwon University Press.Google Scholar
(1994) Research on Negotiation: What does it reveal about second language learning conditions, processes and outcomes? Language Learning 441:493–527.Google Scholar
(1996a) Do second language learners need negotiation? International Review of Applied Linguistics 341:49–61.Google Scholar
(1996b) The essential role of negotiation in the communicative classroom. Japan Association for Language Teaching Journal 181:241–268.Google Scholar
Pica, T., L. Doughty and R. Young
(1986) Making input comprehensible: Do interactional modifications help? ITL Review of Applied Linguistics 721:1–25.Google Scholar
Pica, T., R. Young and C. Doughty
(1987) The impact of interaction on comprehension. TESOL Quarterly 211:737–758.Google Scholar
Pica, T., L. Holliday, N. Lewis and L. Morgenthaler
(1989) Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition 111:63–90.Google Scholar
Pica, T., L. Holliday, N. Lewis, D. Berducci, and J. Newman
(1991) Language learning through interaction: What role does gender play? Studies in Second Language Acquisition 131:343–372.Google Scholar
Pica, T, R. Kanagy and J. Falodun
(1993) Choosing and using communication tasks for second language instruction. In G. Crookes and S. Gass (eds) Tasks and language learning: Integrating theory and practice. Philadelphia, Multilingual Matters.Google Scholar
Plough, I. and S. Gass
(1993) Interlocutor and task familiarity: Effects on interactional structure. In G. Crookes and S. Gass (eds) Tasks and language learning: Integrating theory and practice. Philadelphia, Multilingual Matters.Google Scholar
Poulisse, N.
(1990) The Use of Compensatory strategies by Dutch Learners of English. Dordrecht, Paris/Berlin, Mouton de Gruyter.Google Scholar
(1993) A theoretical account of lexical communication strategies. In R. Schreuder and R. Weltens (eds) The Bilingual Lexicon. Amsterdam, John Benjamins.Google Scholar
Rivers, W.
(1981) Teaching foreign language skills. Chicago, Univesity of Chicago Press.Google Scholar
Rost, M. and S. Rost
(1991) Learner use of strategies in interaction: Typology and teachability. Language Learning 411:235–273.Google Scholar
Rubin, J.
(1987) Learner strategies: Theoretical assumptions, research history and typology. In A. Wenden and J. Rubin (eds) Learner strategies in language learning. New York, Prentice-Hall International.Google Scholar
Rutherford, W. and M. Sharwood Smith
(1985) Consciousness-raising and universal grammar. In W. Rutherford and M. Sharwood Smith (eds) Grammar and second language learning. Rowley (MA), Newbury House.Google Scholar
Salaberri, R.
(1998) El discurso del profesor en el aula and su relación con las tareas de aprendizaje. Unpublished PhD Dissertation. Almeria, Universidad de Almeria.Google Scholar
Samuda, V. and P. Rounds
(1993) Critical Episodes: Reference points for analyzing a task in action. In G. Crookes and S. Gass (eds) Tasks and language learning: Integrating theory and practice. Philadelphia, Multilingual Matters.Google Scholar
Savignon, S.
(1972) Communicative competence: an experiment in foreign language teaching. Philadelphia, Center for Curriculum Development.Google Scholar
Savignon, S.J.
(1983) Communicative competence: Theory and classroom practice. Reading (MA), Addison-Wesley.Google Scholar
Saville-Troike, M.
(1982) The ethnography of communication: An introduction. Oxford, Blackwell.Google Scholar
(1996) The etnography of communication. In S.L. Mckay and N.H. Hornberger (eds) Sociolinguistics and language teaching. Cambridge, Cambridge University Press.Google Scholar
Schiffrin, D.
(1994) Approaches to discourse. Oxford, Basil Blackwell Press.Google Scholar
(1996) Interactional sociolinguistics. In S.L. Mckay and N.H. Hornberger (eds) Sociolinguistics and language teaching. Cambridge, Cambridge University Press.Google Scholar
Schmidt, R.
(1990) The role of consciousness in second language acquisition. Applied Linguistics 111:129–158.Google Scholar
Searle, J.R.
(1969) Speech acts: An essay in the philosophy of language. Cambridge, Cambridge University Press.Google Scholar
Seedhouse, P.
(1997) Combining form and meaing. English language Teaching Journal 511:336–344.Google Scholar
Sharwood Smith, M.
(1986) Comprehension vs. acquisition: Two ways of processing input. Applied Linguistics 71:239–256.Google Scholar
Sinclair, J.M. and R.M. Coulthard
(1975) Towards an analysis of discourse. Oxford, Oxford University Press.Google Scholar
Snow, C.
(1976) The language of the mother-child relationship. In S. Rogers (ed.) They don t speak our language. London, Edward Arnold.Google Scholar
Snow, C. and C. Ferguson
(eds) (1977) Talking to children. Cambridge, Cambridge University Press.Google Scholar
Stubbs, M.
(1983) Discourse analysis: The sociolinguistics analysis of natural language. Oxford, Blackwell.Google Scholar
Swain, M.
(1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass and C. Madden (eds) Input in second language acquisition. Rowley (MA), Newbury House.Google Scholar
(1995) Three functions of output in second language learning. In G. Cook and B. Seidhofer (eds) Principles and practice in applied linguistics. Oxford, Oxford University Press.Google Scholar
Swain, M. and S. Lapkin
(1995) Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics 161:371–391.Google Scholar
Tannen, D.
(1984) Conversational style. Norwood (NJ), Ablex.Google Scholar
Tarone, E.
(1977) Conscious communication strategies in interlanguage: A progress report. In H. Brown et al. (eds), On TESOL 771. Washington (DC), TESOL.Google Scholar
(1980) Communication strategies, foreigner talk, and repair in interlanguage. Language Learning 301:417–431.Google Scholar
(1981) Some thoughts on the notion of communication strategy. TESOL Quarterly 151:285–293.Google Scholar
Tarone, E. and G. Liu
(1995) Situational context, variation and second language acquisition theory. In G. Cook and B. Seidhofer (eds) Principles and practice in applied linguistics. Oxford, Oxford University Press.Google Scholar
Van den Braden, K.
(1997) Effects of negotiation on language learners’output. Language Learning 471:589–636.Google Scholar
White, L.
(1987) Against comprehensible input: The input hypothesis and the development of second language competence. Applied Linguistics 61:95–110.Google Scholar
Widdowson, H.
(1978) Teaching language as communication. Oxford, Oxford University Press.Google Scholar
Woken, M. and J.M. Swales
(1989) Expertise and authority in native-nonnative conversations: The need for a variable account. In S. Gass, C. Madden, D. Preston and L. Selinker (eds) Variation in second language acquisition: Discourse and pragmatics. Clevedon, Avon, Multilingual Matters.Google Scholar
Yalden, J.
(1983) The communicative syllabus: Evolution, design and implementation. Oxford, Pergamon.Google Scholar
Yule, G. and E. Tarone
(1990) The other side of the page: Integrating the study of communication strategies and negotiated input in SLA. In R. Phillipson, E. Kellerman, L. Selinker, M. Sharwood Smith and M. Swain (eds) Foreign/Second Language Pedagogy Research. Clevedon, Multilingual Matters.Google Scholar
Zuengler, J.
(1993) Encouraging learners’conversational participation: The effect of content knowledge. Language Learning 431:403–432.Google Scholar
Zuengler, J. and B. Bent
(1991) Relative knowledge of content domain: An influence on native-nonnative conversations. Applied Linguistics 121:397–415.Google Scholar
Zuengler, J. and H. Wang
(1993) Gender and communication strategy use. Paper presented at the Xth International Congress of Applied Linguistics, Amsterdam.
Cited by

Cited by 1 other publications

Bou-Franch, Patricia & Pilar Garcés-Conejos
2003. Teaching linguistic politeness: A methodological proposal. IRAL - International Review of Applied Linguistics in Language Teaching 41:1  pp. 1 ff. DOI logo

This list is based on CrossRef data as of 25 march 2024. 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.