Article published In:
Applying Corpus Linguistics
Edited by Fiona Farr and Anne O'Keeffe
[International Journal of Corpus Linguistics 16:3] 2011
► pp. 325345
Cited by

Cited by 25 other publications

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2022. Exploring the Functions of Okay as a Discourse Marker in an English-Medium Instruction Class. In English as the Medium of Instruction in Turkish Higher Education [Multilingual Education, 40],  pp. 233 ff. DOI logo
Atkins, Sarah
2019. Assessing health professionals’ communication through role-play: An interactional analysis of simulated versus actual general practice consultations. Discourse Studies 21:2  pp. 109 ff. DOI logo
Batlle, Jaume
2021. “Muy bien” as a transition token in teacher-student interactions in the Spanish as a foreign language classroom. System 97  pp. 102438 ff. DOI logo
Biber, Douglas & Susan Conrad
2019. Register, Genre, and Style, DOI logo
Choi, Seongsook & Keith Richards
2017. Interdisciplinary Interaction. In Interdisciplinary Discourse,  pp. 71 ff. DOI logo
Conrad, Susan
2019. Register in English for Academic Purposes and English for Specific Purposes. Register Studies 1:1  pp. 168 ff. DOI logo
Cuesta, Azahara & Jaume Batlle
2022. Personal pronouns as linguistic features in the construction of pre-service language teacher identity. In Promoting professionalism, innovation and transnational collaboration: a new approach to foreign language teacher education,  pp. 215 ff. DOI logo
Giacosa, Antonella
2021. Clarification and repair in emergency remote EFL classes. EuroAmerican Journal of Applied Linguistics and Languages 8:2 DOI logo
Heron, Marion
2019. Pedagogic practices to support international students in seminar discussions. Higher Education Research & Development 38:2  pp. 266 ff. DOI logo
Heron, Marion & David M. Palfreyman
2023. Exploring Higher-Order Thinking in Higher Education Seminar Talk. College Teaching 71:4  pp. 252 ff. DOI logo
Heron, Marion & Joanne Webster
2019. Scaffolding talk in EAP lessons: an examination of experienced teachers’ practices. Innovation in Language Learning and Teaching 13:4  pp. 358 ff. DOI logo
Ingram, Jenni
2018. Moving forward with ethnomethodological approaches to analysing mathematics classroom interactions. ZDM 50:6  pp. 1065 ff. DOI logo
Jawhar, Sabria Salama
2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal DOI logo
Lin, Yen-Liang
2013. Discourse Functions of Recurrent Multi-word Sequences in Online and Spoken Intercultural Communication. In Yearbook of Corpus Linguistics and Pragmatics 2013 [Yearbook of Corpus Linguistics and Pragmatics, 1],  pp. 105 ff. DOI logo
Martinez, R., S. Adolphs & R. Carter
2013. Listening for needles in haystacks: how lecturers introduce key terms. ELT Journal 67:3  pp. 313 ff. DOI logo
McCarthy, Michael & Anne O'Keeffe
2012. Analyzing Spoken Corpora. In The Encyclopedia of Applied Linguistics, DOI logo
Milà-Garcia, Alba
2018. Pragmatic Annotation for a Multi-Layered Analysis of Speech Acts: A Methodological Proposal. Corpus Pragmatics 2:3  pp. 265 ff. DOI logo
Santamaría-García, Carmen
2017. Emotional and Educational Consequences of (Im)politeness in Teacher–Student Interaction at Higher Education. Corpus Pragmatics 1:3  pp. 233 ff. DOI logo
Tsuchiya, Keiko
2016. Focusing on Content or Language?: Comparing Paired Conversations in CLIL and EFL Classrooms, Using a Corpus. In Yearbook of Corpus Linguistics and Pragmatics 2016 [Yearbook of Corpus Linguistics and Pragmatics, ],  pp. 179 ff. DOI logo
Tsuchiya, Keiko
2017. Co-constructing a translanguaging space. Translation and Translanguaging in Multilingual Contexts 3:2  pp. 229 ff. DOI logo
Tsuchiya, Keiko
2019. Translanguaging Performances in a CLIL Classroom at a Japanese University. In Content and Language Integrated Learning in Spanish and Japanese Contexts,  pp. 263 ff. DOI logo
Walsh, Steve & Li Li
2013. Conversations as space for learning. International Journal of Applied Linguistics 23:2  pp. 247 ff. DOI logo
Wu, Xinxin & He Yang
2022. A comparative analysis of English for academic purposes teachers’ interactive metadiscourse across the British and Chinese contexts. Frontiers in Psychology 13 DOI logo
Yang, Shanru
2014. Interaction and Codability: A Multi-layered Analytical Approach to Discourse Markers in Teacher’s Spoken Discourse. In Yearbook of Corpus Linguistics and Pragmatics 2014 [Yearbook of Corpus Linguistics and Pragmatics, 2],  pp. 291 ff. DOI logo

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