2018 Cilt: 33 - Sayı: Özel Sayı
İÇİNDEKİLER
Teacher Practices in Establishing Understanding in a Foreign Language Classroom
Anna FILIPI
Assisting the Client in Aphasia Speech Therapy: A Sequential and Multimodal Analysis of Cueing Practices
Sara MERLINO
Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development
Jaume Batlle RODRIGUEZ, Isabel Murillo WILSTERMANN
Challenging and Objecting: Functions of Third Position Turns in Student-Initiated Question Sequences
Saija MERKE
Refining Musical Performance through Overlap
Sam DUFFY, Patrick G T HEALEY
‘Can anyone help her?’: Managing Student Embarrassment in the Adult ESL Classroom
Ann Tai CHOE
Doing English-Only Instructions: A Multimodal Account of Bilingual Bangladeshi Classrooms
Rizwan-Ul HUQ
Doing Exploratory Talk in the Language Classroom: A Sequential Account
Nancy BOBLETT
Conversation Analysis in Language Teacher Education: An Approach for Reflection Through Action Research
Alexander NANNI, Daniel HOOPER, Chris Carl HALE
‘What Can We Do to Talk More?’: Analysing Language Learners’ Online Interaction
Melinda DOOLY, Nuriya DAVITOVA
Category-Bound Rights and Obligations of Young EFL Learners in Denmark: The Case of (Extreme) Differentiation
Maria Vanessa AUS DER WIESCHEN
Script Proposals in Undergraduate Supervision
Marion WEST
A Chorus Line: Engaging (or Not) with the Open Floor
Christine JACKNICK, Sarah C CREIDER
Joint Initiation and Joint Feedback: Connecting Collaboration with Pedagogy in Co-teaching
Allie Hope KING
Editorial to the Special Issue ‘Conversation Analytic Studies on Teaching and Learning Practices: International Perspectives’
Ufuk BALAMAN, Olcay SERT, Paul SEEDHOUSE
Teachers′ Demonstrations of Epistemic Access in Teacher-Student Interactions in a Digital Setting
Myrte N GOSEN
From Shared Interaction to Shared Language: Learning a Second Language in an Immersion Kindergarten
Marjo SAVIJÄRVI
High Fidelity Simulation: From Simulation to Debrief, Assessing Leadership and Followership Management
Lucien TISSERAND
Being a Non-expert in L2 English: Constructing Egalitarianism in Group Preparation Work
Eric HAUSER
106.8b 100.6b
Arşiv
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