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Research on Language and Social Interaction Volume 35, 2002 - Issue 3
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Original Articles

Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences

Irene Koshik
Pages 277-309 | Published online: 14 Jun 2010

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Kevin W. H. Tai & Li Wei. (2023) Engaging students in learning and creating different translanguaging sub-spaces in Hong Kong English Medium Instruction history classrooms. Language and Education 0:0, pages 1-42.
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Zaibo Long & Jinfen Xu. (2023) Investigating Teacher Reformulations in EFL Classroom Interaction: An Ecological Perspective. Journal of Language, Identity & Education 0:0, pages 1-16.
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Lauren B. Carpenter. (2023) Supporting student–teacher development of elicitations over time: a conversation analytic intervention. Classroom Discourse 14:2, pages 109-127.
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Tuncay Koç. (2023) Requesting clarifications for the meanings of L2 vocabulary items and the emergence of situated cognition and learning. The Language Learning Journal 0:0, pages 1-17.
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Kevin W. H. Tai. (2023) Cross-curricular connection in an English Medium Instruction Western History classroom: a translanguaging view. Language and Education 0:0, pages 1-30.
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Katherina Walper, Darren Reed & Heather Marsden. (2023) Designedly incomplete elicitations: teachers’ multimodal practices to mobilise student-next action in Chilean secondary EFL classrooms. Classroom Discourse 14:1, pages 24-44.
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Fatma Badem-Korkmaz & Ufuk Balaman. (2022) Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices. Computer Assisted Language Learning 0:0, pages 1-23.
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Mika Ishino. (2022) Teachers’ embodied mitigation against allocating turns to unwilling students. Classroom Discourse 13:4, pages 343-364.
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Cheikhna Amar, Zachary Nanbu & Tim Greer. (2022) Proffering absurd candidate formulations in the pursuit of progressivity. Classroom Discourse 13:3, pages 264-292.
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Su-Hie Ting & Lipina Jintang. (2022) Teacher and students’ translanguaging practices in a Malaysian preschool. International Journal of Early Years Education 30:2, pages 261-275.
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Stephen Daniel Looney & Yingliang He. (2021) Laughter and smiling: sequential resources for managing delayed and disaligning responses. Classroom Discourse 12:4, pages 319-343.
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Claire Gourlay, Ilana Mushin & Rod Gardner. (2021) Young children’s responses to teachers’ metacognitive questions. International Journal of Early Years Education 29:4, pages 371-390.
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Rasmus Persson. (2017) Fill-in-the-Blank Questions in Interaction: Incomplete Utterances as a Resource for Doing Inquiries. Research on Language and Social Interaction 50:3, pages 227-248.
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Vivien Heller. (2017) Managing knowledge claims in classroom discourse: the public construction of a homogeneous epistemic status. Classroom Discourse 8:2, pages 156-174.
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Amy L. Boelé. (2017) Does It Say That? Tensions in Teacher Questions When the Text Has the Final Say. Reading & Writing Quarterly 33:1, pages 20-36.
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Mohammad Khatib & Mowla Miri. (2016) Cultivating Multivocality in Language Classrooms: Contribution of Critical Pedagogy-Informed Teacher Education. Critical Inquiry in Language Studies 13:2, pages 98-131.
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Mario Veen & Anne de la Croix. (2016) Collaborative Reflection Under the Microscope: Using Conversation Analysis to Study the Transition From Case Presentation to Discussion in GP Residents' Experience Sharing Sessions. Teaching and Learning in Medicine 28:1, pages 3-14.
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Kristian Mortensen. (2016) The Body as a Resource for Other-Initiation of Repair: Cupping the Hand Behind the Ear. Research on Language and Social Interaction 49:1, pages 34-57.
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Lindsey Engle Richland. (2015) Linking Gestures: Cross-Cultural Variation During Instructional Analogies. Cognition and Instruction 33:4, pages 295-321.
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Veronika Drake. (2015) Indexing Uncertainty: The Case of Turn-Final Or. Research on Language and Social Interaction 48:3, pages 301-318.
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Maurice Nevile. (2015) The Embodied Turn in Research on Language and Social Interaction. Research on Language and Social Interaction 48:2, pages 121-151.
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Minna Laakso. (2015) Collaborative participation in aphasic word searching: comparison between significant others and speech and language therapists. Aphasiology 29:3, pages 269-290.
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Nilüfer Can Daşkın. (2015) Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse 6:1, pages 33-56.
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Anna Filipi. (2015) The Development of Recipient Design in Bilingual Child-Parent Interaction. Research on Language and Social Interaction 48:1, pages 100-119.
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Piera Margutti & Paul Drew. (2014) Positive evaluation of student answers in classroom instruction. Language and Education 28:5, pages 436-458.
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Cristina Escobar Urmeneta & Natalia Evnitskaya. (2014) ‘Do you know Actimel?’ The adaptive nature of dialogic teacher-led discussions in the CLIL science classroom: a case study. The Language Learning Journal 42:2, pages 165-180.
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Olcay Sert & Steve Walsh. (2013) The interactional management of claims of insufficient knowledge in English language classrooms. Language and Education 27:6, pages 542-565.
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Leila Kääntä & Arja Piirainen-Marsh. (2013) Manual Guiding in Peer Group Interaction: A Resource for Organizing a Practical Classroom Task. Research on Language and Social Interaction 46:4, pages 322-343.
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Wolff‐Michael Roth. (2013) To Event: Toward a Post‐Constructivist of Theorizing and Researching the Living Curriculum as Event*‐in‐the‐Making1. Curriculum Inquiry 43:3, pages 388-417.
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Yuri Hosoda & David Aline. (2013) Two preferences in question–answer sequences in language classroom context. Classroom Discourse 4:1, pages 63-88.
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GertJ van der Westhuizen. (2012) Reading comprehension interaction – a conversation analysis perspective. Southern African Linguistics and Applied Language Studies 30:3, pages 361-375.
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Hansun Zhang Waring. (2012) Yes-no questions that convey a critical stance in the language classroom. Language and Education 26:5, pages 451-469.
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Piera Margutti. (2010) On Designedly Incomplete Utterances: What Counts as Learning for Teachers and Students in Primary Classroom Interaction. Research on Language and Social Interaction 43:4, pages 315-345.
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Tom Koole. (2010) Displays of Epistemic Access: Student Responses to Teacher Explanations. Research on Language and Social Interaction 43:2, pages 183-209.
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Wolff-Michael Roth & JenniferS. Thom. (2009) The Emergence of 3D Geometry From Children's (Teacher-Guided) Classification Tasks. Journal of the Learning Sciences 18:1, pages 45-99.
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Fabienne H. G. Chevalier. (2008) Unfinished Turns in French Conversation: How Context Matters. Research on Language and Social Interaction 41:1, pages 1-30.
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John Hellermann. (2005) Syntactic and Prosodic Practices for Cohesion in Series of Three-Part Sequences in Classroom Talk. Research on Language and Social Interaction 38:1, pages 105-130.
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