2009. Reconceptualising ‘identity slippage’: additional language learning and (L2) identity development. Journal of Multilingual and Multicultural Development 30:4 ► pp. 311 ff.
2015. Teachers’ and Students’ Negotiation Moves When Teachers Scaffold Group Work. Cognition and Instruction 33:1 ► pp. 1 ff.
Hyatt, David
2005. Time for a change: a critical discoursal analysis of synchronic context with diachronic relevance. Discourse & Society 16:4 ► pp. 515 ff.
Hyatt, David F.
2005. ‘Yes, a very good point!’: a critical genre analysis of a corpus of feedback commentaries on Master of Education assignments. Teaching in Higher Education 10:3 ► pp. 339 ff.
Kim, Yang‐Woo
2003. Typology of ambiguity on representation of information problem: An exploratory study. Proceedings of the American Society for Information Science and Technology 40:1 ► pp. 366 ff.
O’Donnell, Mick
2019. Continuing Issues in SFL. In The Cambridge Handbook of Systemic Functional Linguistics, ► pp. 204 ff.
Wegener, Rebekah & Lise Fontaine
2023. A Functional Approach to Context. In The Cambridge Handbook of Language in Context, ► pp. 116 ff.
Zhang, Dongbing
2021. Dynamism in knowledge exchanges: developing move systems based on Khorchin Mongolian interactions. Discourse Studies 23:3 ► pp. 386 ff.
This list is based on CrossRef data as of 2 december 2023. 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.