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Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom interactional competence
16 references·1 citing·33 second hop
Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom interactional competence (2019)Creating space for learning through ‘Mm h…Exploring Classroom Discourse (2011)Exploring Classroom DiscourseMobilizing Response (2010)Mobilizing ResponseSequence Organization in Interaction (2007)Sequence Organization in Inte…The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective (2004)The Interactional Architectur…When Listeners Talk: Response Tokens and Listener Stance (2001)When Listeners Talk: Response…When Listeners Talk (2001)When Listeners TalkInteractional units in conversation: syntactic, intonational, and pragmatic resources for the management of turns (1996)Interactional units in conver…Lectures on Conversation (1995)Lectures on ConversationTransitional regularities for ‘casual’ “Okay” usages (1993)Transitional regularities for…Between and within: Alternative sequential treatments of continuers and assessments (1986)Between and within: Alternati…Notes on a systematic deployment of the acknowledgement tokens “Yeah”; and “Mm Hm”; (1984)Notes on a systematic deploym…Conversational Organization: Interaction Between Speakers and Hearers (1981)Conversational Organization: …Learning Lessons: Social Organization in the Classroom (1979)Learning Lessons: Social Orga…Towards an analysis of discourse: The English used by teachers and pupils (1976)Towards an analysis of discou…Explorations in the Ethnography of Speaking (1976)Explorations in the Ethnograp…Towards an analysis of discourse : the English used by teachers and pupils (1975)Towards an analysis of discou…Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction (2022)Multimodal Resolution of Over…A simplest systematics for the organization of turn-taking for conversation (1974)A simplest systematics for the organization of turn-taking for conversation (1974)Structures of Social Action (1985)Constituting and maintaining activities across sequences: And -prefacing as a feature of question design (1994)Listener Responses as a Collaborative Process: The Role of Gaze (2002)Participation (2005)The Preference for Self-Correction in the Organization of Repair in Conversation (1977)Politeness (1987)Deontic Authority in Interaction: The Right to Announce, Propose, and Decide (2012)The Epistemic Engine: Sequence Organization and Territories of Knowledge (2012)Action formation and its epistemic (and other) backgrounds (2013)Poetics and Performances as Critical Perspectives on Language and Social Life (1990)Repair After Next Turn: The Last Structurally Provided Defense of Intersubjectivity in Conversation (1992)Human-Machine Reconfigurations: Plans and Situated Actions (2006)Corrective Feedback and Teacher Development (2009)Embodiment in Mathematics Teaching and Learning: Evidence From Learners' and Teachers' Gestures (2011)Oral corrective feedback in second language classrooms (2012)Four Ages of Professionalism and Professional Learning (2000)Inter-Coder Agreement for Computational Linguistics (2008)The Handbook of Journalism Studies (2009)Problems of Reliability and Validity in Ethnographic Research (1982)Supporting and Promoting Argumentation Discourse in Science Education (2002)Qualitative Studies in Special Education (2005)Oh-prefaced responses to inquiry (1998)Projection in Interaction and Projection in Grammar (2005)Multimodal resources for turn-taking (2007)NARRATING THE SELF (1996)Overlapping talk and the organization of turn-taking for conversation (2000)Avoiding Ableist Language: Suggestions for Autism Researchers (2020)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)Epistemics in Action: Action Formation and Territories of Knowledge (2012)
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References

  • 2007Sequence Organization in Interaction4,715 cited
  • 1981Conversational Organization: Interaction Between Speakers and Hearers2,312 cited
  • 1995Lectures on Conversation2,312 cited
  • 1979Learning Lessons: Social Organization in the Classroom2,125 cited
  • 1975Towards an analysis of discourse : the English used by teachers and pupils1,967 cited
  • 1976Towards an analysis of discourse: The English used by teachers and pupils1,684 cited
  • 2004The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective998 cited
  • 1996Interactional units in conversation: syntactic, intonational, and pragmatic resources for the management of turns989 cited
  • 2010Mobilizing Response870 cited
  • 1986Between and within: Alternative sequential treatments of continuers and assessments660 cited
  • 1984Notes on a systematic deployment of the acknowledgement tokens “Yeah”; and “Mm Hm”;593 cited
  • 1993Transitional regularities for ‘casual’ “Okay” usages567 cited
  • 2001When Listeners Talk552 cited
  • 2011Exploring Classroom Discourse539 cited
  • 2001When Listeners Talk: Response Tokens and Listener Stance352 cited

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  • 1976Explorations in the Ethnography of Speaking334 cited
  • Cited by

    • 2022Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction30 cited