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Classroom Discourse Volume 14, 2023 - Issue 1
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Research Article

Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms

Katherina Walpera Instituto de Lingüística y Literatura, Universidad Austral de Chile, Valdivia, ChileCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-0815-9035View further author information
ORCID Icon,
Darren Reedb Department of Sociology, University of York, York, UKORCID Iconhttps://orcid.org/0000-0001-9018-0145View further author information
ORCID Icon &
Heather Marsdenc Department of Language and Linguistic Science, University of York, York, UKORCID Iconhttps://orcid.org/0000-0002-4885-3446View further author information
ORCID Icon
Pages 24-44 | Published online: 15 Jul 2021

Citations (3)

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Read on this site (1)

Virginia J. Flood & Benedikt W. Harrer. (2023) Teachers’ responsiveness to students’ gestured candidate responses in whole-class STEM interactions. Classroom Discourse 14:3, pages 281-301.
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Articles from other publishers (2)

Mengistu Anagaw Engida, Haile Kassahun Bewuket & Mekonnen Esubalew Tariku. (2022) Interactional Competence in Designedly Incomplete Utterances: Interactures in Making Elicitations故意不完整話語中的互動能力:引導中的互動. English Teaching & Learning.
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Andrea Lizasoain, Katherina Walper, Amalia Ortiz de Zárate, Jazmín Sepúlveda & Evelyn Catripan. (2021) Relevancia de la comunicación ‘no verbal’ en el aula de ILE: ¿cómo hablan las manos en una lengua extranjera?. Colombian Applied Linguistics Journal 23:1, pages 17-34.
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