Data collection considerations for classroom interaction research: a conversation analytic perspective

References

• Arend, B., P. Sunnen, P. Fixmer, and M. Sujbert. 2014. “Perspectives Do Matter: ‘Joint Screen’, a Promising Methodology for Multimodal Interaction Analysis.” Classroom Discourse 5 (1): 38–50. doi:10.1080/19463014.2013.859843.
   Google Scholar
• aus der Wieschen, M. V. 2017. “Classroom practices in early foreign language teaching in Denmark: On the role of quantity and quality of exposure to English inside the classroom.” PhD thesis, University of Southern Denmark.
   Google Scholar
• aus der Wieschen, M. V., and O. Sert. 2018. “Divergent Language Choices and Maintenance of Intersubjectivity: The Case of Danish EFL Young Learners.” International Journal of Bilingual Education and Bilingualism. doi:10.1080/13670050.2018.1447544.
   Google Scholar
• Ayaß, R. 2015. “Doing Data: The Status of Transcripts in Conversation Analysis.” Discourse Studies 17 (5): 505–528. doi:10.1177/1461445615590717.
   Web of Science ®Google Scholar
• Balaman, U., and O. Sert. 2017. “The Coordination of Online L2 Interaction and Orientations to Task Interface for Epistemic Progression.” Journal of Pragmatics 115: 115–129. doi:10.1016/j.pragma.2017.01.015.
   Web of Science ®Google Scholar
• Ball, D., and F. Forzani. 2009. “The Work of Teaching and the Challenge for Teacher Education.” Journal of Teacher Education 60: 497–511. doi:10.1177/0022487109348479.
   Google Scholar
• Bezemer, J., and D. Mavers. 2011. “Multimodal Transcription as Academic Practice: A Social Semiotic Perspective.” International Journal of Social Research Methodology 14 (3): 191–206. doi:10.1080/13645579.2011.563616.
   Web of Science ®Google Scholar
• Churchill, E., H. Okada, T. Nishino, and D. Atkinson. 2010. “Symbiotic Gesture and the Sociocognitive Visibility of Grammar in Second Language Acquisition.” The Modern Language Journal 94 (2): 234–253. doi:10.1111/modl.2010.94.issue-2.
   Web of Science ®Google Scholar
• Cohen, D. 2011. Teaching and Its Predicaments. Cambridge: Harvard University Press.
   Google Scholar
• Corpus of English for Academic and Professional Purposes. 2014. Corpus of Videos and Accompanying Transcripts from Educational Contexts. Unpublished raw data.
   Google Scholar
• Deppermann, A. 2013. “Multimodal Interaction from a Conversation Analytic Perspective.” Journal of Pragmatics 46: 1–7. doi:10.1016/j.pragma.2012.11.014.
   Web of Science ®Google Scholar
• Drew, P., and J. Heritage. 1992. Talk at Work: Interaction in Institutional Settings. Cambridge: Cambridge University Press.
   Google Scholar
• Erickson, F. 2011. “Reflections on Practice, Teaching/ Learning,Video, and Theorizing.” In Theories of Learning and Studies of Instructional Practice, edited by T. Koschmann, 385–402. NY: Springer New York.
   Google Scholar
• Eskildsen, S. W., and J. Wagner. 2013. “Recurring and Shared Gestures in the L2 Classroom: Resources for Teaching and Learning.” European Journal of Applied Linguistics 1 (1): 139–161. doi:10.1515/eujal-2013-0007.
   Google Scholar
• Eskildsen, S. W., and J. Wagner. 2015. “Embodied L2 Construction Learning.” Language Learning 65 (2): 419–448. doi:10.1111/lang.12106.
   Web of Science ®Google Scholar
• Ford, C. 2010. Questioning in Meetings: Participation and Positioning. In Why do you ask? edited by. A. F. Freed and S. Ehrlich, 211–234. Oxford: Blackwell.
   Google Scholar
• Lee, J. forthcoming. “The Power Game”: Interactional Asymmetries in EFL Collaborative Language Teaching. Multilingual Matters.” In Conversation Analytic Perspectives on English Language Learning and Teaching in Global Contexts: Constraints and Possibilities, edited by H. Nguyen and M. Taiane. New York: Multilingual Matters.
   Google Scholar
• Gardner, R. 2013. “Conversation Analysis in the Classroom.” In The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 593–611. Oxford: Blackwell.
   Google Scholar
• Gill, V. T., and F. Roberts. 2013. “Conversation analysis in medicine.“ The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 575–591. Oxford: Blackwell.
   Google Scholar
• Goodwin, C. 1993. “Recording Human Interaction in Natural Settings.” Pragmatics 3 (2): 181–209. doi:10.1075/prag.3.2.05goo.
   Google Scholar
• Goodwin, C. 2000. “Action and Embodiment within Situated Human Interaction.” Journal of Pragmatics 32 (10): 1489–1522. doi:10.1016/S0378-2166(99)00096-X.
   Web of Science ®Google Scholar
• Goodwin, C. 2010. “Constructing Meaning through Prosody in Aphasia.” In Prosody in Interaction, edited by D. Barth-Weingarten, E. Reber, and M. Selting, 373–394. Amsterdam: John Benjamins.
   Google Scholar
• Goodwin, C. 2013. “The Co-Operative, Transformative Organization of Human Action and Knowledge.” Journal of Pragmatics 46 (1): 8–23. doi:10.1016/j.pragma.2012.09.003.
   Web of Science ®Google Scholar
• Gullberg, M. 2006. “Handling Discourse: Gestures, Reference Tracking, and Communication Strategies in Early L2.” Language Learning 56 (1): 155–196. doi:10.1111/j.0023-8333.2006.00344.x.
   Web of Science ®Google Scholar
• Hall, J. K. forthcoming. “An EMCA Approach to Capturing the Specialized Work of L2 Teaching: A Research Proposal.” In Language as Social Action: Insights from Socio-Cultural Perspectives, edited by M. Haneda and H. Nassaji. Clevedon: Multilingual Matters.
   Google Scholar
• Hazel, S., K. Mortensen, and G. Rasmussen. 2014. “Introduction: A Body of Resources – CA Studies of Social Conduct.” Journal of Pragmatics 65 (1): 1–9. doi:10.1016/j.pragma.2013.10.007.
   Google Scholar
• Heath, C., and J. Hindmarsh. 2002. “Analysing Interaction: Video, Ethnography and Situated Conduct.” In Qualitative Research in Action, ed T. May, 99–122. London: Sage Publications.
   Google Scholar
• Heath, C., J. Hindmarsh, and P. Luff. 2010. Video in Qualitative Research. London: Sage Publications.
   Google Scholar
• Heath, C. 1986. Body Movement and Speech in Medical Interaction. Cambridge: Cambridge University Press.
   Google Scholar
• Hellermann, J. 2007. “The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings.” The Modern Language Journal 91 (1): 83–96. doi:10.1111/modl.2007.91.issue-1.
   Web of Science ®Google Scholar
• Hepburn, A., and G. Bolden. 2013. “The Conversation Analytic Approach to Transcription.” In The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 57–76. Oxford: Blackwell.
   Google Scholar
• Heritage, J. 2005. “Conversation Analysis and Institutional Talk.” In Handbook of Language and Social Interaction, edited by K. Fitch and R. Sanders, 103–147. Mahwah: Lawrence Erlbaum Associates Publishers.
   Google Scholar
• Heritage, J., and M.-L. Sorjonen. 1994. “Constituting and Maintaining Activities across Sequences: And-Prefacing as a Feature of Question Design.” Language in Society 23 (1): 1—29. doi:10.1017/S0047404500017656.
   Web of Science ®Google Scholar
• Jefferson, G. 2004. “Glossary of Transcript Symbols with an Introduction.” In Conversation Analysis: Studies from the First Generation, ed G. H. Lerner, 13–31. Amsterdam, the Netherlands: John Benjamins.
   Google Scholar
• Kääntä, L. 2012. “Teachers’ Embodied Allocations in Instructional Interaction.” Classroom Discourse 3 (2): 166–186. doi:10.1080/19463014.2012.716624.
   Google Scholar
• Kendon, A. 2004. Gesture: Visible Action as Utterance. Cambridge: Cambridge University Press.
   Google Scholar
• Kimura, D., and N. Kazik. 2017. “Learning In-Progress: On the Role of Gesture in Microgenetic Development of L2 Grammar.” Gesture 16 (1): 126–150. doi:10.1075/gest.16.1.05kim.
   Web of Science ®Google Scholar
• Komter, M. 2013. “Conversation analysis in the courtroom.” The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 612–629. Oxford: Blackwell.
   Google Scholar
• Koschmann, T., G. Stahl, and Z. Alan. 2007. “The Video Analyst’s Manifesto (Or the Implications of Garfinkel’s Policies for Studying Practice within Design-Based Research).” In Video Research in the Learning Sciences, edited by R. Goldman, R. Pea, B. Barron, and S. Derry, 133–143. NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Lazaraton, A. 2004. “Gesture and Speech in the Vocabulary Explanations of One ESL Teacher: A Microanalytic Inquiry.” Language Learning 54 (1): 79–117. doi:10.1111/j.1467-9922.2004.00249.x.
   Web of Science ®Google Scholar
• Lehrer, R., and C. Curtis. 2000. “Why are Some Solids Perfect?” Teaching Children Mathematics 6 (5): 324–329.
   Google Scholar
• Levinson, S. 2013. “Action Formation and Ascription.” In The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 103–130. Oxford: Blackwell.
   Google Scholar
• Macbeth, D. 2009. “Understanding Understanding as an Instructional Matter.” Journal of Pragmatics 43 (2): 438–451. doi:10.1016/j.pragma.2008.12.006.
   Web of Science ®Google Scholar
• Macbeth, D. 2014. “Studies of Work, Instructed Action, and the Promise of Granularity: A Commentary.” Discourse Studies 16: 295–308. doi:10.1177/1461445613514676.
   Web of Science ®Google Scholar
• MacWhinney, B. 2007. “The TalkBank Project.” In Creating and Digitizing Language Corpora, edited by J. C. Beal, K. P. Corrigan and H. L. Moisl, 163–180. Houndmills: Palgrave-Macmillan.
   Google Scholar
• Malabarba, T. 2015. O percurso do agir interacional no trabalho docente: do projeto de ensino às participações contingentes em sala de aula de língua inglesa [The Interactional Route of Teaching: from the Major Instructional Project to Contingent Participations]. PhD Dissertation. Unisinos.
   Google Scholar
• Markee, N. 2005. “A Conversation Analytic Perspective on Off-Task Classroom Talk: Implications for Second Language Acquisition Studies.” In Applying Conversation Analysis, edited by K. Richards and P. Seedhouse, 187–213. Basingstoke: Palgrave-McMillan.
   Google Scholar
• Markee, N., and G. Kasper. 2004. “Classroom Talks: An Introduction.” The Modern Language Journal 88 (4): 491–500. doi:10.1111/(ISSN)1540-4781.
   Web of Science ®Google Scholar
• Matsumoto, Y., and A. Dobs. 2016. “Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom.” Language Learning 67: 7–42. doi:10.1111/lang.12181.
   Web of Science ®Google Scholar
• McHoul, A. 1978. “The Organization of Turns at Formal Talk in the Classroom.” Language in Society 7: 183–213. doi:10.1017/S0047404500005522.
   Web of Science ®Google Scholar
• McNeill, D. 1985. “So You Think Gestures are Nonverbal?” Psychological Review 92: 350–371. doi:10.1037/0033-295X.92.3.350.
   Web of Science ®Google Scholar
• McNeill, D. 2005. Gesture and Thought. Chicago: University of Chicago Press.
   Google Scholar
• Mehan, H. 1979. Learning Lessons: Social Organization in the Classroom. Cambridge: Harvard University Press.
   Google Scholar
• Mondada, L. 2008. “Using Video for a Sequential and Multimodal Analysis of Social Interaction: Videotaping Institutional Telephone Calls.” Forum: Qualitative Social Research 9: 3.
   Google Scholar
• Mondada, L. 2011. “Understanding as an Embodied, Situated and Sequential Achievement in Interaction.” Journal of Pragmatics 43: 542–552. doi:10.1016/j.pragma.2010.08.019.
   Web of Science ®Google Scholar
• Mondada, L. 2013. “The Conversation Analytic Approach to Data Collection.” In The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 32–56. Oxford: Blackwell.
   Google Scholar
• Mondada, L. 2014a. Conventions for Multimodal Transcription. Web Page https://franz.unibas.ch/fileadmin/franz/user_upload/redaktion/Mondada_conv_multimodality.pdf
   Google Scholar
• Mondada, L. 2014b. “The Local Constitution of Multimodal Resources for Social Interaction.” Journal of Pragmatics 65: 137–156. doi:10.1016/j.pragma.2014.04.004.
   Web of Science ®Google Scholar
• Mondada, L. 2016. “Challenges of Multimodality: Language and the Body in Social Interaction.” Journal of Sociolinguistics 20 (3): 336–366. doi:10.1111/josl.1_12177.
   Web of Science ®Google Scholar
• Mori, J. 2004. “Negotiating Sequential Boundaries and Learning Opportunities: A Case from A Japanese Language Classroom.” The Modern Language Journal 88 (4): 536–550. doi:10.1111/(ISSN)1540-4781.
   Web of Science ®Google Scholar
• Mori, J., and T. Koschmann. 2012. “Good Reasons for Seemingly Bad Performance: Competences at the Blackboard and the Accountability of a Lesson.” In Evaluating Cognitive Competencies in Interaction, ed G. Rasmussen, C. Brouwer, and D. Day, 89–118. Amsterdam: John Benjamins.
   Google Scholar
• Mortensen, K. 2008. “Selecting Next Speaker in the Second Language Classroom: How to Find a Willing Next Speaker in Planned Activities.” Journal of Applied Linguistics 5 (1): 55–79.
   Google Scholar
• Mortensen, K., and S. Hazel. 2011. “Initiating Round Robins in the L2 Classroom – Preliminary Observations.” Novitas-ROYAL 5 (1): 55–70.
   Google Scholar
• Nevile, M. 2015. “The Embodied Turn in Research on Language and Social Interaction.” Research on Language and Social Interaction 48, No 2: 121–151. doi:10.1080/08351813.2015.1025499.
   Google Scholar
• Nguyen, H., and T. Malabarba. forthcoming. Conversation Analytic Perspectives on English Language Learning and Teaching in Global Contexts: Constraints and Possibilities. Clevedon: Multilingual Matters.
   Google Scholar
• Reder, S., K. Harris, and K. Setzler. 2003. “A Multimedia Adult Learner Corpus.” TESOL Quarterly 37 (3): 546–557. doi:10.2307/3588405.
   Web of Science ®Google Scholar
• Robinson, J. 2013. “Overall Structural Organization.” In The Handbook of Conversation Analysis, edited by J. Sidnell and T. Stivers, 257–280. Oxford: Blackwell.
   Google Scholar
• Sacks, H. 1984. “Notes on Methodology.” In Structures of Social Action, edited by J. Maxwell Atkinson and J. Heritage, 21–27. Cambridge: Cambridge University Press.
   Google Scholar
• Sacks, H., E. Schegloff, and G. Jefferson. 1974. “A Simplest Systematics for the Organization of Turn-Taking for Conversation.” Language 50: 696–735. doi:10.1353/lan.1974.0010.
   Web of Science ®Google Scholar
• Schegloff, E. 2007. Sequence Organization in Interaction: A Primer in Conversation Analysis. Cambridge: Cambridge University Press.
   Google Scholar
• Sert, O. 2011. “A Micro-Analytic Investigation of Claims of Insufficient Knowledge in EAL Classrooms.” PhD Diss. Newcastle University.
   Google Scholar
• Sert, O. 2013. “‘Epistemic Status Check’ as an Interactional Phenomenon in Instructed Learning Settings.” Journal of Pragmatics 45 (1): 13–28. doi:10.1016/j.pragma.2012.10.005.
   Web of Science ®Google Scholar
• Sert, O. 2015. Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press.
   Google Scholar
• Sert, O. forthcoming. “Mutual Gaze, Embodied Go-Aheads, and Their Interactional Consequences in L2 Classrooms.” In The Embodied, Interactional Achievement of Teaching, edited by J. K. Hall and S. Looney. Clevedon: Multilingual Matters.
   Google Scholar
• Smotrova, T. 2017. “Making Pronunciation Visible: Gesture in Teaching Pronunciation.” TESOL Quarterly 51 (1): 59–89. doi:10.1002/tesq.2017.51.issue-1.
   Web of Science ®Google Scholar
• Smotrova, T., and J. Lantolf. 2013. “The Function of Gesture in Lexically Focused L2 Instructional Conversations.” The Modern Language Journal 97 (2): 397–416. doi:10.1111/j.1540-4781.2013.12008.x.
   Web of Science ®Google Scholar
• Streeck, J., C. Goodwin, and C. LeBaron. 2011. “Embodied Interaction: Language and Body in the Material World.” In Embodied Interaction: Language and Body in the Material World, ed J. Streeck, C. Goodwin, and C. LeBaron, 1–28. Cambridge: Cambridge University Press.
   Google Scholar
• Walsh, S. 2006. Investigating Classroom Discourse. New York: Routledge.
   Google Scholar
• Waring, H. 2013. “Managing Stacy: A Case Study of Turn-Taking in the Language Classroom.” System 41: 841–851. doi:10.1016/j.system.2013.08.007.
   Web of Science ®Google Scholar
• Waring, H. 2016. Theorizing Pedagogical Interaction: Insights from Conversation Analysis. New York: Routledge.
   Google Scholar
• Waring, H., and L. Carpenter. forthcoming. “Gaze Shifts as a Resource for Managing Attention and Participation.” In The Embodied, Interactional Achievement of Teaching, edited by J. K. Hall and S. Looney. Clevedon: Multilingual Matters.
   Google Scholar
• Waring, H., S. Creider, and C. Box. 2013. “Explaining Vocabulary in the Second Language Classroom: A Conversation Analytic Account.” Learning, Culture and Social Interaction 2 (4): 249–264. doi:10.1016/j.lcsi.2013.08.001.
   Web of Science ®Google Scholar
• Watanabe, A. 2017. “Developing L2 Interactional Competence: Increasing Participation through Self-Selection in Post-Expansion Sequences.” Classroom Discourse 8 (3): 271–293. doi:10.1080/19463014.2017.1354310.
   Web of Science ®Google Scholar
• Wong, J., and H. Waring. 2010. Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers. New York: Routledge.
   Google Scholar