References
- Aline, D., and Y. Hosoda. 2006. “Team Teaching Participation Patterns of Homeroom Teachers in English Activities Classes in Japanese Public Elementary Schools.” JALT Journal 27 (1): 5–21.
- Allwright, J. D., and K. Bailey. 1991. Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers. Cambridge: Cambridge University Press.
- Atkinson, J. M., and J. Heritage. 1984. Structures of Social Action. Cambridge: Cambridge University Press.
- Beach, W. A. 1993. “Transitional Regularities for “Casual” “Okay” Usages.” Journal of Pragmatics 19: 325–352.10.1016/0378-2166(93)90092-4
- Cazden, C. B. 2001. Classroom Discourse. Portsmouth, NH: Heinemann.
- Cook, M. H. 1999. “Language Socialization in Japanese Elementary Schools: Attentive Listening and Reaction Turns.” Journal of Pragmatics 31: 1443–1465.10.1016/S0378-2166(98)00110-6
- Cullen, R. 2002. “Supportive Teacher Talk: The Importance of the F-Move.” ELT Journal 56: 117–127.10.1093/elt/56.2.117
- Drew, P. 2002. “Out of Context: An Intersection between Domestic Life and the Workplace, as Contexts for (Business) Talk.” Language and Communication 22: 477–494.10.1016/S0271-5309(02)00021-6
- Drew, P., and J. Heritage. 1992. “Analyzing Talk at Work.” In Talk at Work, edited by P. Drew and J. Heritage, 3–65. Cambridge: Cambridge University Press.
- Ellis, R. 1994. The Study of Second Language Acquisition. New York: Oxford University Press.
- Erickson, F. 2004. Talk and Social Theory. Cambridge: Polity Press.
- Fagan, D. 2012. “Okay as a Multifunctional Resource for Giving Feedback in Classrooms.” Language and Information Society 16: 9–41.
- Fagan, D. 2014. “Beyond ‘Excellent!’: Uncovering the Systematicity behind Positive Feedback Turn Construction in ESL Classrooms.” Novitas-ROYAL 8: 45–63.
- Farooq, M. U. 2000. “Examining a Male Teacher’s Attention in a Mixed-Sex EFL Japanese High School Classroom.” Unpublished doctoral dissertation. University of Birmingham.
- Finocchiaro, M., and C. Brumfit. 1983. The Functional-Notional Approach: From Theory to Practice. New York: Oxford University Press.
- Gardner, R. 2013. “Conversation Analysis in the Classroom.” In Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 593–611. Boston, MA: Wiley-Blackwell.
- Gibbons, P. 2002. Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann.
- Goffman, E. 1981. Forms of Talk. Philadelphia, PA: University of Pennsylvania Press.
- Grieve, A. 2013. “Acqusition of the Pragmatic Marker “like” by German Study Abroad Adolescents.” In Pragmatics and Language Learning. Vol. 11, edited by T. Greer, D. Tatsuki, and C. Roever, 161–189. Honolulu, HI: University of Hawai’i National Foreign Language Resource Center.
- Hall, J. K. 1997. “Differential Teacher Attention to Student Utterances: The Construction of Different Opportunities for Learning in the IRF.” Linguistics and Education 9: 287–311.10.1016/S0898-5898(97)90003-6
- Hall, J. K., and M. Walsh. 2002. “Teacher-Student Interaction and Learning.” Annual Review of Applied Linguistics 22: 186–203.
- Heath, S. B. 1983. Ways with Words: Language, Life, and Work in Communities and Classrooms. New York: Cambridge University Press.
- Hellermann, J. 2003. “The Interactive Work of Prosody in the IRF Exchange: Teacher Repetition in Feedback Moves.” Language in Society 32: 79–104.
- Hellermann, J., and S. Pekarek Doehler. 2010. “On the Contingent Nature of Language-Learning Tasks.” Classroom Discourse 1: 25–45.10.1080/19463011003750657
- Heritage, J. 1984. “A Change-of-State Token and Aspects of Its Sequential Placement.” In Structures of Social Action, edited by J. M. Atkinson and J. Heritage, 299–345. Cambridge: Cambridge University Press.
- Heritage, J. 1985. Analyzing News Interviews. Aspects of the Production of Talk for an “Overhearing” Audience. In Handbook of Discourse Analysis, Vol.3, Discourse and Dialogue, edited by T. van Dijk, 95–117. London: Academic Press.
- Heritage, J. 2005. “Cognition in Discourse.” In Conversation and Cognition, edited by H. T. Molder and J. Potter, 184–202. Cambridge: Cambridge University Press.10.1017/CBO9780511489990
- Heritage, J. 2012a. “Epistemics in Action: Action Formation and Territories of Knowledge.” Research on Language and Social Interaction 45: 1–29.10.1080/08351813.2012.646684
- Heritage, J. 2012b. “The Epistemic Engine: Sequence Organization and Territories of Knowledge.” Research on Language and Social Interaction 45: 30–52.10.1080/08351813.2012.646685
- Heritage, J. 2013. “Epistemics in Conversation.” In Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 370–394. Boston, MA: Wiley-Blackwell.
- Heritage, J., and S. E. Clayman. 2010. Talk in Action. Malden, MA: Wiley-Blackwell.10.1002/9781444318135
- Heritage, J., and G. Raymond. 2012. “Navigating Epistemic Landscapes: Acquiescence, Agency and Resistance in Responses to Polar Questions.” In Questions: Formal, Functional and Interactional Perspectives, edited by J. P. de Ruiter, 179–192. Cambridge: Cambridge University Press.10.1017/CBO9781139045414
- Hosoda, Y. 2014. “Missing Response after Teacher Question in Primary School English as a Foreign Language Classes.” Linguistics and Education 28: 1–16.10.1016/j.linged.2014.08.002
- Hosoda, Y., and D. Aline. 2010a. “Positions and Actions of Classroom Specific Applause.” Pragmatics 20: 133–148.10.1075/prag.20.2
- Hosoda, Y., and D. Aline. 2010b. Teacher deployment of applause in interactional assessments of L2 learners. In Pragmatics & Language Learning Vol. 12. eds. G. Kasper, H. Nguyen, D. Yoshimi, & J. K. Yoshioka, 255–276. Honolulu: University of Hawai'i, National Foreign Language Resource Center.
- Hosoda, Y., and D. Aline. 2013. “Two Preferences in Question–Answer Sequences in Language Classroom Context.” Classroom Discourse 4 (1): 63–88.10.1080/19463014.2013.783497
- Ishida, M. 2006. “Interactional Competence and the Use of Modal Expressions in Decision-Making Activities: CA for Understanding Microgenesis of Pragmatic Competence.” In Pragmatics and Language Learning. Vol. 11, edited by K. Bardovi-Harlig, J. C. Félix-Brasdefer, and A. Omar, 55–79. Honolulu, HI: University of Hawai’i National Foreign Language Resource Center.
- Jacknick, C. M. 2011. “‘But This is Writing’: Post-Expansion in Student-Initiated Sequences.” Novitas-ROYAL 5 (1): 39–54.
- Jefferson, G. 1993. “Caveat Speaker: Preliminary Notes on Recipient Topic-Shift Implicature.” Research on Language and Social Interaction 26: 1–30.10.1207/s15327973rlsi2601_1
- Kasai, M. 2009. “Tsutaeru Tanoshisa O Manabu Shougakko Eigo. [Learning the Joy of Communication in Elementary School English Classes].” Kanagawa Prefectural Education Center Long-Term Researcher Report 7: 67–72.
- King, J. 2013. Silence in the Second Language Classroom. New York: Palgrave Macmillan.10.1057/9781137301482
- Lee, Y. A. 2007. “Third Turn Position in Teacher Talk: Contingency and the Work of Teaching.” Journal of Pragmatics 39: 180–206.10.1016/j.pragma.2006.02.004
- Lerner, G. 1995. “Turn Design and the Organization of Participation in Instructional Activities.” Discourse Processes 19: 111–131.10.1080/01638539109544907
- Lincoln, Y. S., and E. G. Guba. 1985. Naturalistic Inquiry. Newbury Park, CA: Sage.
- Macbeth, D. 2000. Classrooms as Installations.: Direct Instruction in the Early Grades. In Local Educational Order, edited by S. Hester and D. Francis, 21–71. Amsterdam: John Benjamins.10.1075/pbns
- Macbeth, D. 2011. “Understanding Understanding as an Instructional Matter.” Journal of Pragmatics 43 (2): 438–451.10.1016/j.pragma.2008.12.006
- McHoul, A. W. 1978. “The Organization of Turns at Formal Talk in the Classroom.” Language in Society 7: 183–213.10.1017/S0047404500005522
- McHoul, A. W. 1990. “The Organization of Repair in Classroom Talk.” Language in Society 19: 349–377.10.1017/S004740450001455X
- Mehan, H. 1979a. Learning Lessons: Social Organization in the Classroom. Cambridge, MA: Harvard University Press.10.4159/harvard.9780674420106
- Mehan, H. 1979b. “‘What Time is It Denise?’: Asking Known Information Questions in Classroom Discourse.” Theory into Practice 18: 285–294.10.1080/00405847909542846
- Ministry of Education, Culture, Sports, Science and Technology (MEXT). 2010. Elementary School Curriculum Formulation: Chapter 4, Foreign Language Activities. http://www.mext.go.jp/component/a_menu/education/micro_detail/__icsFiles/afieldfile/2010/10/20/1261037_12.pdf.
- Mondada, L., and S. Pekarek Doehler. 2004. “Second Language Acquisition as Situated Practice: Task Accomplishment in the French Second Language Classroom.” Modern Language Journal 88: 501–518.10.1111/(ISSN)1540-4781
- Nagamoto, D. 2012. Exploring Japanese University English Teachers’ Professional Identity. Tonawanda, NY: Multilingual Matters.
- Nassaji, H., and G. Wells. 2000. “What’s the Use of Triadic Dialogue? An Investigation of Teacher-Student Interaction.” Applied Linguistics 21: 333–363.
- Nystrand, M. 1997. Opening Dialogue: Understanding the Dynamic of Language and Learning in the English Classroom. New York: Teacher College Press.
- Nystrand, M. 2006. “Research on the Role of Classroom Discourse as It Affects Reading Comprehension.” Research in the Teaching of English 40: 392–412.
- Nystrand, M., L. L. Wu, A. Gamoran, S. Zieser, and D. Long. 2010. “Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse.” Discourse Processes 35: 135–198.
- Ohta, A. S. 2001. Second Language Acquisition Processes in the Classroom. Mahwah, NJ: Lawrence Erlbaum.
- Pochon-Berger, E. 2011. “A Participant’s Perspective on Tasks: From Task Instruction, through Pre-Task Planning, to Task Accomplishment.” Novitas-ROYAL 5 (1): 71–90.
- Sacks, Harvey, Emanuel A. Schegloff, and Gail Jefferson (1974). A Simplest Systematics for the Organisation of Turn-Taking for Conversation. Language 50: 696–735.
- Sacks, H. 1984. “Notes on Methodology.” In Structures of Social Action, edited by J. Atkinson and J. Heritage, 21–27. Cambridge: Cambridge University Press.
- Schegloff, E. A. 2007. Sequence Organization. Cambridge: Cambridge University Press.10.1017/CBO9780511791208
- Searle, H. 1969. Speech Acts. Cambridge: Cambridge University Press.10.1017/CBO9781139173438
- Seedhouse, P. 1997. “The Case of the Missing ‘No’: The Relationship between Pedagogy and Interaction.” Language Learning 47: 547–583.10.1111/lang.1997.47.issue-3
- Seedhouse, P. 2004. The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell.
- Sinclair, J., and M. Coulthard. 1975. Towards an Analysis of Discourse. Oxford: Oxford University Press.
- Tharp, R., and R. Gallimore. 1988. Rousing Minds to Life: Teaching, Learning and Schooling in Social Context. New York: Cambridge University Press.
- Walsh, S. 2011. Exploring Classroom Discourse. London: Routledge.
- Walsh, S. 2013. Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.
- Waring, H. Z. 2008. “Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities.” The Modern Language Journal 92: 577–594.10.1111/modl.2008.92.issue-4
- Waring, H. Z. 2009. “Moving out of IRF: A Single Case Analysis.” Language Learning 59: 796–824.10.1111/lang.2009.59.issue-4
- Waring, H. Z. 2011. “Learner Initiative and Learning Opportunities in the Language Classroom.” Classroom Discourse 2: 201–218.10.1080/19463014.2011.614053
- Wells, G., and R. Mejia-Arauz. 2009. “Dialogue in the Classroom.” The Journal of the Learning Science 15: 379–428.
- Wong, J., and H. Z. Waring. 2009. “‘Very Good’ as a Teacher Response.” ELT Journal 63 (3): 195–203.10.1093/elt/ccn042
- Wood, D. 1992. “Teaching Talk.” In Thinking Voices: The Work of the National Oracy Project, edited by K. Norman, 203–214. London: Hodden and Stoughton for the National Curriculum Council.
- Zemel, A., and T. Koschmann. 2011. “Pursuing a Question: Reinitiating IRE Sequences as a Method of Instruction.” Journal of Pragmatics 43: 475–488.10.1016/j.pragma.2010.08.022