References
- Alexander, R. 2005. Culture, Dialogue and Learning: Notes on an Emerging Pedagogy. Keynote address at International Association for Cognitive Education and Psychology, University of Durham.
- Alexander, O. 2012. “Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels.” Journal of English for Academic Purposes 11 (2): 99–111. doi: 10.1016/j.jeap.2011.12.001
- Barnard, R. C., and L. Campbell. 2005. “Sociocultural Theory and the Teaching of Process Writing: The Scaffolding of Learning in a University Context.” The TESOLANZ Journal 13: 76–88.
- Campion, G. C. 2016. “‘The Learning Never Ends’: Exploring Teachers’ Views on the Transition from General English to EAP.” Journal of English for Academic Purposes 23: 59–70. doi: 10.1016/j.jeap.2016.06.003
- Chappell, P. 2014. “Engaging Learners: Conversation-or Dialogic-Driven Pedagogy?” ELT Journal 68 (1): 1–11. doi: 10.1093/elt/cct040
- Cullen, R. 2002. “Supportive Teacher Talk: The Importance of the F-move.” ELT Journal 56 (2): 117–127. doi: 10.1093/elt/56.2.117
- de Chazal, E. 2014. English for Academic Purposes. Oxford: OUP.
- Dippold, D. 2014. “‘That’s Wrong’: Repair and Rapport in Culturally Diverse Higher Education Classrooms.” The Modern Language Journal 98 (1): 402–416. doi: 10.1111/j.1540-4781.2014.12061.x
- Garton, S. 2012. “Speaking Out of Turn? Taking the Initiative in Teacher-Fronted Classroom Interaction.” Classroom Discourse 3 (1): 29–45. doi: 10.1080/19463014.2012.666022
- Gass, S. M., and A. Mackey. 2000. Stimulated Recall Methodology in Second Language Research. Abingdon, OX: Routledge.
- Green, J. H. 2015. “Teaching for Transfer in EAP: Hugging and Bridging Revisited.” English for Specific Purposes 37: 1–12. doi: 10.1016/j.esp.2014.06.003
- Hammond, J. 2006. “High Challenge, High Support: Integrating Language and Content Instruction for Diverse Learners in an English Literature Classroom.” Journal of English for Academic Purposes 5 (4): 269–283. doi: 10.1016/j.jeap.2006.08.006
- Hammond, J., and P. Gibbons. 2005. “Putting Scaffolding to Work: The Contribution of Scaffolding in Articulating ESL Education.” Prospect 20 (1): 6–30.
- Haneda, M., and G. Wells. 2008. “Learning an Additional Language Through Dialogic Inquiry.” Language and Education 22 (2): 114–136. doi: 10.2167/le730.0
- Hardman, J. 2016. “Tutor–Student Interaction in Seminar Teaching: Implications for Professional Development.” Active Learning in Higher Education 17 (1): 63–76. doi: 10.1177/1469787415616728
- Hyland, K., and L. Hamp-Lyons. 2002. “EAP: Issues and Directions.” Journal of English for Academic Purposes 1 (1): 1–12. doi: 10.1016/S1475-1585(02)00002-4
- James, M. A. 2006. “Transfer of Learning from a University Content-Based EAP Course.” TESOL Quarterly, 40: 783–806. doi: 10.2307/40264308
- Lantolf, J. P. 2000. “Second Language Learning as a Mediated Process.” Language Teaching 33 (2): 79–96. doi: 10.1017/S0261444800015329
- Lee, J. J. 2016. “‘There’s Intentionality Behind It … ”: A Genre Analysis of EAP Classroom Lessons.” Journal of English for Academic Purposes 23: 99–112. doi: 10.1016/j.jeap.2015.12.007
- Lee, J. J., and N. C. Subtirelu. 2015. “Metadiscourse in the Classroom: A Comparative Analysis of EAP Lessons and University Lectures.” English for Specific Purposes 37: 52–62. doi: 10.1016/j.esp.2014.06.005
- Li, D. 2012. “Scaffolding Adult Learners of English in Learning Target Form in a Hong Kong EFL University Classroom.” Innovation in Language Learning and Teaching 6 (2): 127–144. doi: 10.1080/17501229.2011.626858
- Mercer, N. 1995. The Guided Construction of Knowledge: Talk Amongst Teachers and Learners. Clevedon: Multilingual matters.
- Mercer, N. 2004. “Sociocultural Discourse Analysis: Analysing Classroom Talk as a Social Mode of Thinking.” Journal of Applied Linguistics 1 (2): 137–168. doi: 10.1558/japl.2004.1.2.137
- O’Keeffe, A., M. McCarthy, and R. Carter. 2007. From Corpus to Classroom: Language Use and Language Teaching. Cambridge: Cambridge University Press.
- Rapley, T. 2008. Doing Conversation, Discourse and Document Analysis. London: Sage Publishing.
- Richards, K. 2003. Qualitative Inquiry in TESOL. Basingstoke: Palgrave Macmillan UK.
- Seedhouse, P. 2004. “The Organization of Language Classroom Interaction.” Language Learning 54 (S1): 181–222. doi: 10.1111/j.1467-9922.2004.00272.x
- Sharpe, T. 2006. “‘Unpacking’ Scaffolding: Identifying Discourse and Multimodal Strategies that Support Learning.” Language and Education 20 (3): 211–231. doi: 10.1080/09500780608668724
- Silverman, D. 2011. Interpreting Qualitative Data: A Guide to the Principles of Qualitative Research. Los Angeles: Sage.
- Tharp, R. G., and R. Gallimore. 1991. Rousing Minds to Life: Teaching, Learning, and Schooling in Social Context. Cambridge: Cambridge University Press.
- Van de Pol, J., M. Volman, and J. Beishuizen. 2010. “Scaffolding in Teacher–Student Interaction: A Decade of Research.” Educational Psychology Review 22 (3): 271–296. doi: 10.1007/s10648-010-9127-6
- Walsh, S. 2006. Investigating Classroom Discourse. Abingdon, OX: Routledge.
- Walsh, S. 2013. Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
- Walsh, S., and L. Li. 2013. “Conversations as Space for Learning.” International Journal of Applied Linguistics 23 (2): 247–266. doi: 10.1111/ijal.12005
- Walsh, S., T. Morton, and A. O’Keeffe. 2011. “Analysing University Spoken Interaction: A CL/CA Approach.” International Journal of Corpus Linguistics 16 (3): 325–345. doi: 10.1075/ijcl.16.3.03wal
- Wilson, K. 2016. “Critical Reading, Critical Thinking: Delicate Scaffolding in English for Academic Purposes (EAP).” Thinking Skills and Creativity 22: 256–265. doi: 10.1016/j.tsc.2016.10.002
- Wood, D., J. S. Bruner, and G. Ross. 1976. “The Role of Tutoring in Problem Solving.” Journal of Child Psychology and Psychiatry 17 (2): 89–100. doi: 10.1111/j.1469-7610.1976.tb00381.x
- Wood, D., and H. Wood. 1996. “Vygotsky, Tutoring and Learning.” Oxford Review of Education 22 (1): 5–16. doi: 10.1080/0305498960220101