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Yes-no questions that convey a critical stance in the language classroom
16 references·1 citing·34 second hop
Yes-no questions that convey a critical stance in the language classroom (2012)Yes-no questions that convey a critical s…Sociocultural Theory and Second Language Learning (2013)Sociocultural Theory and Seco…Sequence Organization in Interaction: A Primer in Conversation Analysis (2007)Sequence Organization in Inte…Sequence Organization in Interaction (2007)Sequence Organization in Inte…Doing Conversation Analysis (2007)Doing Conversation AnalysisThe Terms of Agreement: Indexing Epistemic Authority and Subordination in Talk-in-Interaction (2005)The Terms of Agreement: Index…The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective (2004)The Interactional Architectur…Grammar and Social Organization: Yes/No Interrogatives and the Structure of Responding (2003)Grammar and Social Organizati…Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity (1997)Interaction in the Language C…A course in language teaching: Practice and theory (1997)A course in language teaching…A Course in Language Teaching: Practice and Theory (1996)A Course in Language Teaching…Reflective Teaching in Second Language Classrooms (1994)Reflective Teaching in Second…Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes (1985)Agreeing and disagreeing with…Language and Social Identity (1983)Language and Social IdentityTowards an analysis of discourse: The English used by teachers and pupils (1976)Towards an analysis of discou…Towards an analysis of discourse : the English used by teachers and pupils (1975)Towards an analysis of discou…A simplest systematics for the organization of turn-taking for conversation (1974)A simplest systematics for th…Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi- and multilingual peer interaction (2017)Initiating and carrying out L…The Preference for Self-Correction in the Organization of Repair in Conversation (1977)Politeness : Some Universals in Language Usage (1987)Politeness (1987)Mobilizing Response (2010)Epistemics in Action: Action Formation and Territories of Knowledge (2012)The Epistemic Engine: Sequence Organization and Territories of Knowledge (2012)Sequencing in Conversational Openings 1 (1968)Studies in Ethnomethodology. (1968)Opening up Closings (1973)Grounding in communication. (1991)What Is Agency? (1998)How To Do Things With Words (1975)Contingency and Action: A Comparison of Two Forms of Requesting (2008)Language as shaped by the brain (2008)Challenges of multimodality: Language and the body in social interaction (2016)Mind in Society: The Development of Higher Psychological Processes (1978)The Ecology and Semiotics of Language Learning (2004)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)Identity, language learning, and social change (2011)Technophilia vs. Technophobia: A Preliminary Look at Why Second-Language Teachers Do or Do Not Use Technology in Their Classrooms (2000)Teachers' Narrative Inquiry as Professional Development (2002)Reflections on reflection: A critical appraisal of reflective practices in L2 teacher education (2007)The emergence of gender differences in depression during adolescence. (1994)An Organizing Framework for Collective Identity: Articulation and Significance of Multidimensionality. (2004)Discourse (2005)Four Ages of Professionalism and Professional Learning (2000)Inter-Coder Agreement for Computational Linguistics (2008)The Handbook of Journalism Studies (2009)Positioning and Interpretative Repertoires: Conversation Analysis and Post-Structuralism in Dialogue (1998)Action and embodiment within situated human interaction (2000)Identity and interaction: a sociocultural linguistic approach (2005)Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom (1993)Chapter 4: Discourse Analysis, Learning, and Social Practice: A Methodological Study (1998)The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons (2006)
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References

  • 1974A simplest systematics for the organization of turn-taking for conversation11,342 cited
  • 2007Sequence Organization in Interaction4,715 cited
  • 2013Sociocultural Theory and Second Language Learning3,850 cited
  • 1985Agreeing and disagreeing with assessments: some features of preferred/dispreferred turn shapes3,426 cited
  • 1975Towards an analysis of discourse : the English used by teachers and pupils1,967 cited
  • 1994Reflective Teaching in Second Language Classrooms1,775 cited
  • 2005The Terms of Agreement: Indexing Epistemic Authority and Subordination in Talk-in-Interaction1,753 cited
  • 1976Towards an analysis of discourse: The English used by teachers and pupils1,684 cited
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  • 1983Language and Social Identity1,611 cited
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  • 2003Grammar and Social Organization: Yes/No Interrogatives and the Structure of Responding1,167 cited
  • 1997A course in language teaching: Practice and theory1,133 cited
  • 1997Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity

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1,119 cited
  • 2004The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective998 cited
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    • 2017Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi- and multilingual peer interaction33 cited