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Classroom Discourse Volume 9, 2018 - Issue 3
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Original Articles

Clarification requests as a method of pursuing understanding in CLIL physics lectures

Leila KääntäDepartment of Language and Communication Studies, University of Jyväskylä, Jyväskylä, FinlandCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-0642-1506
ORCID Icon &
Gabriele KasperDepartment of Second Language Studies, University of Hawai’i at Mānoa, Honolulu, HI, USAORCID Iconhttp://orcid.org/0000-0001-5771-8679
ORCID Icon
Pages 205-226 | Published online: 08 Jun 2018

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Read on this site (6)

Elham Monfaredi. (2023) Student-initiated storytelling in classroom interaction. Classroom Discourse 14:4, pages 411-439.
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Johanna van Balen, Myrte N. Gosen, Siebrich de Vries & Tom Koole. (2022) Taking learner initiatives within classroom discussions with room for subjectification. Classroom Discourse 0:0, pages 1-20.
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Matthew Burdelski. (2021) Classroom socialisation: repair and correction in Japanese as a heritage language. Classroom Discourse 12:3, pages 255-279.
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František Tůma & Kateřina Lojdová. (2021) ‘There are two gaps, so’: teaching materials as resources for correction in pre-service teachers’ EFL classes. Classroom Discourse 12:1-2, pages 15-34.
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Marit Aldrup. (2019) ‘Well let me put it uhm the other way around maybe’: Managing students’ trouble displays in the CLIL classroom. Classroom Discourse 10:1, pages 46-70.
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Olcay Sert, Silvia Kunitz & Numa Markee. (2018) Editorial. Classroom Discourse 9:3, pages 183-184.
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Articles from other publishers (14)

Derya Duran & Leila Kääntä. (2023) Building word knowledge through integrated vocabulary explanations in ESL tutorials. Linguistics and Education 75, pages 101182.
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Merve Bozbıyık & Ufuk Balaman. (2023) The role of translingual peer involvement in resolving understanding troubles in the English medium of instruction classroom. System 113, pages 103003.
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Yoichi Sato. (2022) Reassessing Clarification Request Strategies within English-Speaking Japanese Business Discourse: Clarification of Message Delivery and Pragmatic Ambiguity. Business Communication Research and Practice 5:2, pages 58-67.
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Merve Bozbıyık & Nilüfer Can Daşkın. (2022) Peer involvement in dealing with teacher's insufficient response to student initiatives. Linguistics and Education 69, pages 101013.
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Metin ŞARDAĞ & Gültekin ÇAKMAKCI. (2021) Argümantasyon Tabanlı Bilim Eğitiminde Etkileşimsel Kaynaklar ve Öğretmen Soruları. Yuzunci Yil Universitesi Egitim Fakultesi Dergisi, pages 494-523.
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Laura Tagnin & Máire Ní Ríordáin. (2021) Building science through questions in Content and Language Integrated Learning (CLIL) classrooms. International Journal of STEM Education 8:1.
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Helen Johnson. (2021) A STEM CLIL Pilot Project in Ecuadorian High Schools. A STEM CLIL Pilot Project in Ecuadorian High Schools.
Ó H Vargas Villamizar. (2021) Teaching of physics applied to engineering higher education by using English language: a literature review. Journal of Physics: Conference Series 2118:1, pages 012020.
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Hao Hao & Masanori Yamada. (2021) Review of Research on Content and Language Integrated Learning Classes from the Perspective of the First Principles of Instruction. Information and Technology in Education and Learning 1:1, pages Rvw-p001-Rvw-p001.
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Numa Markee, Silvia Kunitz & Olcay Sert. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research 165 167 .
Numa Markee, Olcay Sert & Silvia Kunitz. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research 37 40 .
Leila Kääntä. 2021. Classroom-based Conversation Analytic Research. Classroom-based Conversation Analytic Research 197 223 .
Fatma Badem-Korkmaz & Ufuk Balaman. (2020) Third position repair for resolving troubles in understanding teacher instructions. Linguistics and Education 60, pages 100859.
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Derya Duran & Olcay Sert. (2019) Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting. Linguistics and Education 49, pages 72-85.
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