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Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers

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Cited by

2015CA‐for‐SLA Studies of Classroom Interaction70 cited
2014Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence67 cited
2016Responding artfully to student-initiated departures in the adult ESL classroom62 cited
2021Transforming CA Findings into Future L2 Teaching Practices: Challenges and Prospects for Teacher Education56 cited

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2020Third position repair for resolving troubles in understanding teacher instructions48 cited

2015Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research46 cited

2011Introduction: Conversation Analysis in Applied Linguistics45 cited

2019Reference to a past learning event in teacher turns in an L2 instructional setting36 cited

2016In pursuit of understanding and response: a micro-analysis of language alternation practices in an EFL university context in Vietnam35 cited

2019L2 classroom contexts: deviance, confusion, grappling and flouting33 cited

2013University students managing engagement, preparation, knowledge and achievement: Interactional evidence from institutional, domestic and virtual settings28 cited

2012Problematic directives in pedagogical interaction27 cited

2018Transitions with “Okay”23 cited

2021Supporting student–teacher development of elicitations over time: a conversation analytic intervention23 cited

2016Classroom Conversation Analysis and Critical Reflective Practice: Self-evaluation of Teacher Talk Framework in Focus23 cited

2016Pre-service EFL teachers’ reported perceptions of their development through SETT experience22 cited