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Original Articles

Syntactic and Prosodic Practices for Cohesion in Series of Three-Part Sequences in Classroom Talk

Pages 105-130 | Published online: 14 Jun 2010

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Read on this site (10)

Miaomiao Zuo & Steve Walsh. (2023) Translation in EFL teacher talk in Chinese universities: a translanguaging perspective. Classroom Discourse 14:2, pages 128-146.
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Articles from other publishers (35)

Rosa Korpela, Melisa Stevanovic & Salla Kurhila. (2023) Prosodic linking in apology sequences in Finnish elementary school mediations. Journal of Pragmatics 214, pages 54-72.
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Eric Hauser. (2023) Audible gestures. Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) Pragmatics / Quarterly Publication of the International Pragmatics Association (IPrA) Pragmatics.
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Rosa Korpela, Melisa Stevanovic & Salla Kurhila. (2023) Prosodic Linking in Apology Sequences in Finnish Elementary School Mediations. SSRN Electronic Journal.
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JOAN KELLY HALL. (2022) L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information‐Seeking Question Sequences. The Modern Language Journal 106:S1, pages 113-131.
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Laura Abou Haidar. (2022) Analyse prosodique du discours pédagogique des enseignants de FLE. SHS Web of Conferences 138, pages 06001.
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Georg Breidenstein & Tanya Tyagunova. 2022. Handbuch Bildungs- und Erziehungssoziologie. Handbuch Bildungs- und Erziehungssoziologie 473 492 .
Jaume Batlle. (2021) “Muy bien” as a transition token in teacher-student interactions in the Spanish as a foreign language classroom. System 97, pages 102438.
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Georg Breidenstein & Tanya Tyagunova. 2020. Handbuch Bildungs- und Erziehungssoziologie. Handbuch Bildungs- und Erziehungssoziologie 1 21 .
Woong Lim, Ji-Eun Lee, Kersti Tyson, Hee-Jeong Kim & Jihye Kim. (2019) An Integral Part of Facilitating Mathematical Discussions: Follow-up Questioning. International Journal of Science and Mathematics Education 18:2, pages 377-398.
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JOAN KELLY HALL. (2019) The Contributions of Conversation Analysis and Interactional Linguistics to a Usage-Based Understanding of Language: Expanding the Transdisciplinary Framework. The Modern Language Journal 103, pages 80-94.
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Yannik PorschéYannik Porsché. 2018. Public Representations of Immigrants in Museums. Public Representations of Immigrants in Museums 13 79 .
Fredrik Rusk, Fritjof Sahlström & Michaela Pörn. (2017) Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi- and multilingual peer interaction. Linguistics and Education 38, pages 55-67.
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Ricardo Moutinho. (2016) Competing voices: Participants managing constraints from the textbook in a foreign language class. Culture & Psychology 23:1, pages 19-37.
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Simon Harris. (2016) Positive assessments in teacher learning. ELT Journal, pages ccw066.
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Dagmar Barth-Weingarten. 2016. Intonation Units Revisited. Intonation Units Revisited.
Antonia Ivaldi. (2014) Students’ and teachers’ orientation to learning and performing in music conservatoire lesson interactions. Psychology of Music 44:2, pages 202-218.
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Sabine Reh & Denise Wilde. 2016. Was ist Unterricht?. Was ist Unterricht? 103 122 .
Tanja Tyagunova & Georg Breidenstein. 2016. Was ist Unterricht?. Was ist Unterricht? 77 101 .
Fabienne H.G. Chevalier & John Moore. 2015. Producing and Managing Restricted Activities. Producing and Managing Restricted Activities 1 43 .
허유정. (2014) Pedagogical Process in Sequence Organisation: Teacher’s Reaction to Student’s Non-response in One-on-one sessions. Discourse and Cognition 21:3, pages 281-310.
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Jae-Eun Park. (2014) English co-teaching and teacher collaboration: A micro-interactional perspective. System 44, pages 34-44.
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Tom Koole & Ed Elbers. (2014) Responsiveness in teacher explanations: A conversation analytical perspective on scaffolding. Linguistics and Education 26, pages 57-69.
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Leila Kääntä. (2014) From noticing to initiating correction: Students’ epistemic displays in instructional interaction. Journal of Pragmatics 66, pages 86-105.
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. 2012. The Handbook of Conversation Analysis. The Handbook of Conversation Analysis 741 811 .
Joshua J. Thoms. (2012) Classroom Discourse in Foreign Language Classrooms: A Review of the Literature. Foreign Language Annals 45:s1.
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Nairán Ramírez-Esparza, Kathryn Harris, John Hellermann, Clemence Richard, Patricia K. Kuhl & Steve Reder. (2012) Socio-Interactive Practices and Personality in Adult Learners of English With Little Formal Education. Language Learning 62:2, pages 541-570.
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Georg Breidenstein & Tanja Tyagunova. 2012. Handbuch Bildungs- und Erziehungssoziologie. Handbuch Bildungs- und Erziehungssoziologie 387 403 .
Jane Zuengler. (2010) Many lessons from a school: What classroom discourse analysis reveals. Language Teaching 44:1, pages 55-63.
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Joan Kelly Hall. (2009) Interaction as method and result of language learning. Language Teaching 43:2, pages 202-215.
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David Skidmore & Kyoko Murakami. (2010) How prosody marks shifts in footing in classroom discourse. International Journal of Educational Research 49:2-3, pages 69-77.
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Christina Samuelsson. (2009) Using conversation analysis to study prosodic problems in a child with language impairment. Child Language Teaching and Therapy 25:1, pages 59-88.
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HANSUN ZHANG WARING. (2008) Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. The Modern Language Journal 92:4, pages 577-594.
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Claudio Baraldi. (2008) Promoting Self-Expression in Classroom Interactions. Childhood 15:2, pages 239-257.
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Junko Mori & Jane Zuengler. 2008. Encyclopedia of Language and Education. Encyclopedia of Language and Education 773 785 .
JOHN HELLERMANN. (2007) The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings. The Modern Language Journal 91:1, pages 83-96.
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