Teachers College Homepage
TESOL Home | AL Home | Return to FACULTY list

Dr. Hansun Zhang Waring
e-mail: hz30@columbia.edu


Note: I would appreciate any new additions to this bibiography. Please email me at the above address.

Classroom (Learning) Discourse Bibliography

Abdesslem, Habib. (1993). Analysing Foreign Language Lesson Discourse. IRAL, 31(3), 221-235.

Aljasfreh, Ali, & Lantolf, James P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465-483.

Allwright, Richard L. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 157-171.

Antón, Marta. (1999). The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second-language classroom. The Modern Language Journal, 83(3), 303-318.

Antón, Marta, & DiCamilla, Frederick. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. Canadian Modern Language Review, 54(3), 314-342.

Appel, Gabriela, & Lantolf, James P. (1994). Speaking as mediation: A study of L1 and L2 recall tasks. The Modern Language Journal, 78(4), 437-452.

Aston, Guy. (1986). Trouble-shooting in interaction with learners: The more the merrier? Applied Linguistics, 7(2), 128-143.

Ayoun, D. (2001). The role of negative and positive feedback in the second language acquisition of the passe@ compose and imparfait. Modern Language Journal, 85, 226-243.

Bannink, Anne. (2003). Negotiating the paradoxes of spontaneous talk in advanced L2 classes. In Claire J. Kramsch (Ed.), Language acquisition and language socialization: ecological perspectives (pp. 266-289). New York: Continuum.

Bloome, David, & Theodorou, Erine. (1988). Analyzing teacher-student and student-student discourse. In Judith L. Green & Judith O. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 217-248). Norwood, NJ: Ablex.

Braidi, Susan M. (2002). Reexamining the role of recasts in native-speaker/nonnative–speaker interactions. Language Learning, 52(1), 1-42.

Brooks, Frank B. (1992). Spanish III learners talking to one another through a jigsaw task. Canadian Modern Language Review, 48(4), 696-717.

Brooks, Frank B., & Donato, Richard. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77(2), 262-274.

Brooks, Frank B., Donato, Richard, & McGlone, J. Victor. (1997). When are they going to say ‘it’ right?: Understanding learner talk during pair-work activity. Foreign Language Annals, 30(4), 524-541.

Broner, Maggie A., & Tarone, Elaine E. (2001). Is it fun? Language play in a fifth-grade Spanish immersion classroom. Modern Language Journal, 85(3), 363-379.

Brouwer, Catherine E. (2003). Word searches in NNS-NS interaction: Opportunities for language learning? The Modern Language Journal, 87(4), 534-545.

Brouwer, Catherine E. (2004). Doing pronunciation: A specific type of repair sequence. In Rod Gardner & Johannes Wagner (Eds.), Second language conversations (pp. 93-113). London: Continuum.

Brouwer, Catherine E., Rasmussen, Gitte, & Wagner, Johannes. (2004). Embedded corrections in second language talk. In Rod Gardner & Johannes Wagner (Eds.), Second Language Conversations (pp. 75-92). London: Continuum.

Brouwer, Catherine E., & Wagner, Johannes. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics, 1(1), 29-47.

Brown, Raymond. (1991). Group work, task difference, and second language acquisition. Applied Linguistics, 12(1), 1-12.

Bygate, Martin. (1988). Units of oral expression and language learning in small group interaction. Applied Linguistics, 9(1), 59-82.

Carlsen, William S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61(2), 157-178.

Caroll, S., & Swain, M. (1993). Explicit and implicit negative feedback. Studies in Second Language Acquisition, 15, 375-86.

Clifton, Jonathan. (2006). Facilitator talk. ELT Journal, 60(2), 142-150.

Coughlan, Peter, & Duff, Patricia A. (1994). Same task, different activities: Analysis of a SLA task from an activity theory perspective. In James P. Lantolf & Gabriela Appel (Eds.), Vygotskian approaches to second language research (pp. 173-193). Norwood, NJ: Ablex.

Cullen, Richard. (2002). Supportive teacher talk: The importance of the F-move. ELT Journal, 56(2), 117-127.

Davies, Cathline E., & Tyler, Andrea E. (2004). Discourse strategies in the context of crosscultural institutional talk: Uncovering interlanguage pragmatics in the university classroom. In Kathleen Bardovi-Harlig & Beverly S. Hartford (Eds.), Interlanguage pragmatics: Exploring institutional talk (pp. 133-156). Mahwah, NJ: Lawrence Erlbaum Associates.

Diamondstone, Judith V. (1998). Tactics of resistance in student-student interaction. Linguistics and Education, 10(1), 107-137.

DiCamilla, Frederick J., & Anton, Marta. (2004). Private speech: A study of language for thought in the collaborative interaction of language learners. International Journal of Applied Linguistics, 14(1), 36-69.
Donato, Richard. (1994). Collective scaffolding in second language learning. In James P. Lantolf & Gabriela Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, NJ: Ablex.

Donato, Richard. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In James P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 27-50). New York: Oxford University Press.

Dorr-Bremme, Donald W. (1990). Contextualization cues in the classroom: Discourse regulation and social control functions. Language in Society, 19, 379-402.

Duckworth, Eleanor. (Ed.). (2001). 'Tell me more': Listening to learners explain. New York: Teachers College Press.

Duff, Patricia A. (2000). Repetition in foreign language classroom interaction. In Joan Kelly Hall & Lorrie Stoops Verplaetse (Eds.), Second and foreign language learning through classroom interaction (pp. 109-138). Mahwah, NJ: Lawrence Erlbaum Associates.

Duff, Patricia A. (2002). The discursive co-construction of knowledge, identity, and difference: An Ethnography of communication in the high school mainstream. Applied Linguistics, 23(3), 289-322.

Edelsky, Carole. (1981). Who’s got the floor? Language in Society, 10, 383-421.

Ellis, Rod. (1991). The intearctionhypothesis: A critical evaluation. In E. Sadtano (Ed.), Langauge acquisition and the second/foreign language classroom (pp. 179-211). Singapore: REgional English Language Centre.

Ellis, Rod. (1998). Discourse control and the acquisition-rich classroom. In Willy Renandya & G.eorge Jacobs (Eds.), Learners and language learning (pp. 145-171). Singapore: RELC.

Ellis, Rod. (2006). Researching the effects of form-focused instruction on L2 acquisition. AILA, 19, 18-41.

Ellis R., Erlam, R., & Loewen, S. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368.

Epting, Christine. (2005). Unsolicited student participation in ESL classrooms. Unpublished manuscript, Teachers College. New York.

Firth, Alan. (1996). The discursive accomplishment of normality: On ‘lingua franca’ English and conversation analysis. Journal of Pragmatics, 26, 237-259.

Flanigan, Beverly Olson. (1991). Peer tutoring and second language acquisition in the elementary school. Applied Linguistics, 12(2), 141-158.

Foster, Pauline. (1998). A classroom perspective on the negotiation of meaning. Applied Linguistics, 19(1), 1-23.

Foster, Pauline, & Ohta, Amy Snyder. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics, 26(3), 402-430.

Gass, Susan. (2004). Conversation analysis and input-interaction. The Modern Language Journal, 88(4), 597-602.

Gass, Susan. (2005). Input and interaction. In Catherine J. Doughty & Michael H. Long (Eds.), Handbook of second language acquisition (pp. 224-255). Oxford: Blackwell.

Gass, Susan, Mackey, Alison, Alvarez-Torres, Maria José, & Fernandez-Garcia, Marisol. (1999). The effects of task repetition on linguistic output. Language Learning, 49(4), 549-581.

Gass, Susan, Mackey, Alison, & Ross-Feldman, Lauren. (2005). Task-based interactions in classroom and laboratory settings. Language Learning, 55(4), 575-611.

Gass, Susan, & Mackey, Alison. (2006). Input, interaction and output: An overview. AILA, 19, 3-17.

Gatbonton, Elizabeth. (1999). Investigating experienced ESL teachers’ pedagogical knowledge. The Modern Language Journal, 83(1), 35-50.

Gilbert, Rob. (1992). Text and context in qualitative educational research: Discourse analysis and the problem of contextual explanation. Linguistics and Education, 4(1), 37-57.

Goldblatt, Eli, & Smith, Michael W. (1995). Alone with each other: Conceptions of discussion in one college classroom community. Linguistics and Education, 7, 327-348.

Green, Judith L., & Dixon, Carol N. (1993). Talking knowledge in to being: Discursive and social practices in classrooms. Linguistics and Education, 5(3-4), 231-239.

Green, Judith L., & Dixon, Carol N. (2002). Exploring differences in perspectives on microanalysis of classroom discourse: Contributions and concerns. Applied Linguistics, 23(3), 393-406.

Green, Judith L., Weade, Regina, & Graham, Kathy. (1988). Lesson construction and student participation: A sociolinguistic analysis. In Judith L. Green & Judith O. Harker (Eds.), Multiple perspective analyses of classroom discourse (pp. 11-47). Norwood, NJ: Ablex.

Guerrero, Maria C. M. de, & Villamil, Olga S. (2000). Activating the ZPD: Mutual scaffolding in L2 peer revision. The Modern Language Journal, 84(1), 51-68.

Gumperz, John J. (1982). Discourse strategies. Cambridge, UK: Cambridge University Press.

Gumperz, John J. (1992). Contextualization revisited. In Peter Auer & Aldo Luzio (Eds.), The contextualization of language (pp. 39-53). Philadelphia: John Benjamins Publishing Company.

Gumperz, John J. (1997). Contextualization and understanding. In Alessandro Duranti & Charles Goodwin (Eds.), Rethinking context: Language as an interactive phenomenon (pp. 229-252). New York: Cambridge University Press.

Gumperz, John J. (1999). On interactional sociolinguistic method. In Srikant Sarangi & Celia Roberts (Eds.), Talk, work and institutional order: Discourse in medical, mediation and management settings (pp. 453-471). New York: Mouton de Gruyter.

Guthrie, Elizabeth. (1987). Six cases in classroom communication: A study of teacher discourse in the foreign language classroom. In James P. Lantolf & Angela Labarca (Eds.), Research in second language learning: Focus on the classroom (pp. 173-193). Norwood, NJ: Ablex.

Hall, Joan Kelly. (1993). The role of oral practices in the accomplishment of our everyday lives: The sociocultural dimensions of interaction with implications for the learning of another language. Applied Linguistics, 14, 145-166.

Hall, Joan Kelly. (1998). Differential teacher attention to student utterances: The construction of different opportunities for learning in the IRF. Linguistics and Education, 9(3), 287-311.

Hall, Joan Kelly, & Walsh, Meghan. (2002). Teacher-student interaction and language learning. Annual Review of Applied Linguistics, 22, 186-203.

Han, Zhaohong. (2002). A study of the impact of recasts on tense consistency of L2 output. TESOL Quarterly, 36(4), 543-572.

Hancock, Mark. (1997). Behind classroom code switching: Layering and language choice in L2 learner interaction. TESOL Quarterly, 31(20), 217-235.

Hatch, Evelyn. (1991). Discourse and language education. New York: Cambridge University Press.


Hawkins, Barbara. (1985). Is an ‘appropriate response’ always so appropriate? In Susan M. Gass & Carolyn G. Madden (Eds.), Input in second language acquisition (pp. 162-177). Rowley, MA: Newbury House.

Hawkins, Barbara. (2006, May). Open-endedness, the instructional conversation and the activity system: How might they come together? Paper presented at the International Conference on Conversation Analysis, Helsinki, Finland.

Hatch, Evelyn, & Hawkins, Barbara. (1987). Second language acquisition: An experiential approach. In Sheldon Rosenberg (Ed.), Advances in applied psycholinguistics (volume 2) (pp. 241-283). Cambridge: Cambridge University Press.

Haworth, Avril. (2001). Interpersonal meanings in small group classroom interaction: A young child’s discoursal journey. Linguistics and Education, 11(3), 179-212.

He, Agnes Weiyun. (2000). The grammatical and interactional organization of teacher’s directives: Implications for socialization of Chinese American children. Linguistics and Education, 11(2), 119-140.

He, Agnes Weiyun. (2004). CA for SLA: Arguments from the Chinese language classroom. The Modern Language Journal, 88(4), 568-582.

Hellermann, John. (2003). The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society, 32(1), 79-104.

Hellermann, John. (2005a). The sequential and prosodic co-construction of a ‘quiz game’ activity in classroom talk. Journal of Pragmatics, 37(6), 919-944.

Hellermann, John. (2005b). Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk. Research on Language and Social Interaction, 38(1), 105-130.

Hellermann, John. (2006). Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics, 27(3), 377-404.

Heritage, John. (1997). Conversation analysis and institutional talk: Analysing data. In David Silverman (Ed.), Qualitative research: Theory, method and practice (pp. 161-82).London: Sage.

Hester, Stephen & Francis, David. (2001). Is institutional talk a phenomenon? Reflections on ethnomethodology and applied conversation analysis. In Alec W. McHoul & Mark Rapley (Eds.), How to analyse talk in institutional settings: A casebook of methods (pp. 206-217). London: Continuum.

Jarvis, Jennifer, & Robinson, Mark. (1997). Analysing educational discourse: an exploratory study of teacher response and support to pupils learning. Applied Linguistics, 18(2), 212-228.

Johnson, Donna M. (1992). Compliments and politeness in peer-review texts. Applied Linguistics, 13(1), 51-71.

Jones, Rod, & Thornborrow, Joanna. (2004). Floors, talk and the organization of classroom activities. Language in Society, 33(3), 399-423.

Kanagy, Ruth. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics, 31, 1467-1492.

Kasper, Gabriele. (1986). Repair in foreign language teaching. In Gabriele Kasper (Ed.), Learning, teaching and communication in the foreign language classroom (pp. 23-41). Aarhus, Denmark: Aarhus University Press.

Kasper, Garbriele. (2004). Participant orientations in German conversation-for-learning. The Modern Language Journal, 88(4), 551-567.

Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA, 19, 83-99.

Keppler, Angela and Thomas Luckmann (1991). 'Teaching': Conversational transmission of knowledge. In Ivana Marcova@ and Kaus Foppa (Eds.), Asymmetries in dialogue (pp. 143-165). Savage, MD: Barnes & Noble Books.

Kida, Tsuyoshi. (2005). Effects of teacher discourse on learner discourse in a second language classroom. In Alex Housen & Michel Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 457-490). New York: Mouton de Gruyter.

Kinginger, Celeste. (1994). Learner initiative in conversation management: An application of van Lier’s pilot coding scheme. The Modern Language Journal, 78(1), 29-40.

Kinginger, Celeste. (1995). Task variation and repair in the foreign language classroom. In Margaret Austine Haggstrom, Leslie Zarker Morgan, & Joseph A. Wieczorek (Eds.), The foreign language classroom: Bridging theory and practice (pp. 55-69). New York: Garland Publishing.

Kinginger, Celeste. (2001). i + 1 ≠ ZPD. Foreign Language Annals, 34(5), 417-425.

Kinginger, Celeste. (2002). Defining the zone of proximal development in US foreign language education. Applied Linguistics, 23(2), 240-261.

Koole, Tom. (2003). The interactive construction of heterogeneity in the classroom. Linguistics and Education, 14(1), 3-26.

Koshik, Irene. (2002a).  A conversation analytic study of yes/no questions which convey reversed polarity assertions. Journal of Pragmatics, 34(12), 1851-1877.

Koshik, Irene. (2002b). Designedly incomplete utterances:  A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277-309.

Koshik, Irene. (2005a). Alternative questions used in conversational repair. Discourse Studies, 7(2), 193-211.

Koshik, Irene. (2005b). Beyond rhetorical questions: Assertive questions in everyday interaction. Amsterdam:  John Benjamins.

Kramsch, Claire. (2000). Social discursive constructions of self in L2 learning. In James P. Lantolf (Ed.), Sociocultural theory and second language earning (pp. 133-154). New York: Oxford University Press.

Kurhila, Salla. (2001). Correction in talk between native and non-native speaker. Journal of Pragmatics, 33(7), 1083-1110.

Kutz, Eleanor. (1997). Language and literacy: Studying discourse in communities and classrooms. Portsmouth, NH: Boynton/Cook Publishers, Heinemann.

Lantolf, James P. (1994). Sociocultural theory and second language learning. The Modern Language Journal, 78(4), 418-420.

Lantolf, James P. (2000). Introducing sociocultural theory. In James P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 1-26). New York: Oxford University Press.

Lantolf, James P. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96.

Lantolf, James P., & Aljaafreh, Ali.  (1995). Second language learning in the zone of proximal development: A revolutionary experience. International Journal of Language Research, 23(7), 619-632.

Larson, Joanne. (1995). Talk matters: The role of pivot in the distribution of literacy knowledge among novice writers. Linguistics and Education, 7, 277-302.
Lawrence, Elizabeth. (1992). Women’s ways of talking in teacher-directed and student-directed peer response groups. Linguistics and Education, 4(1), 1-35.

Lave, Jean, & Wenger, Etienne. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Lazaraton, Anne. (2003). Incidental displays of cultural knowledge in the nonnative-English-speaking teacher’s classroom. TESOL Quarterly, 37(2), 213-245.

Lee, Okhee. (1996). Interactional patterns of linguistically diverse students and teachers: Insights for promoting science learning. Linguistics and Education, 8, 269-297.

Leeman, J. (2003). Recasts and L2 development: Beyond negative evidence. Studies in Second Language Acquisition, 25, 37-63.

Lemke, Jay L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex.

Lerner, Gene H. (1993). Collectivities in action: Establishing the relevance of conjoined participation in conversation. Text, 13(2), 213-245.

Liebscher, Grit, & Dailey-O’Cain, Jennifer. (2003). Conversational repair as a role-defining mechanism in classroom interaction. The Modern Language Journal, 87(3), 375-390.

Lin, Lichu. (1993). Language of and in the classroom: Constructing the patterns of social life. Linguistics and Education, 5 (3-4), 367-409.

Long, Michael. (1983). Native speaker/non-native speaker conversation and the negotiation of comprehensible input. Applied Linguistics, 4(2), 126-141.

Long, Michael. (1996). The role of the linguistic environment in second language acquisition. In William C. Richie & Tej K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468).  San Diego: Academic Press.

Long, M., Inagaki, S., & Ortega, L. (1998). the role of implicit negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal, 3, 338-356,

Love, Kristina, & Suherdi, Didi. (1996). The negotiation of knowledge in an adult English as a second language classroom. Linguistics and Education, 8, 229-267.

Lyster, R. (1998). Recasts, repetition and ambiguity in L2 classroom discourse. Studies in Second Language Acquisition, 20, 51-81.

Lyster, Roy, & Ranta, Leila. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-66.

Mcdonough, K. (2005). Identifying the impact of corrective feedback and learners' responses on ESL question development. Studies in Second Language Acquisition, 27, 79-103.

Macbeth, Douglas. (2003). Hugh Mehan’s Learning Lessons reconsidered: On the differences between the naturalistic and critical analysis of classroom discourse. American Educational Research Journal, 40(1), 239-280.

Macbeth, Douglas. (2004). The relevance of repair for classroom correction. Language in Society, 33(5), 703-736.

Mackey, Alison. (1999). Input, interaction and second language development. Studies in Second Language Acquisition, 21, 557-587.

Mackey, Alison, Oliver, R., & Leeman, J. (2003). Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53(1), 35-66.

Mackey, Alison, & Philip, J. (1998). Conversational interaction and second language development: Recasts, responses and red herrings? The Modern Language Journal, 82, 338-56,

Markee, Numa P. (1995). Teachers’ answers to students’ questions: Problematizing the issue of making meaning. Issues in Applied Linguistics, 6(2), 63-92.

Markee, Numa P. (2004). Zones of interactional transition in ESL classes. The Modern Language Journal, 88(4), 583-596.

Markee, Numa P. (2005). The organization of off-task talk in second language classrooms. In Keith Richards & Paul Seedhouse (Eds.), Applying conversation analysis (pp. 197-213). New York: Palgrave Macmillan.

Markee, Numa P., & Kasper, Gabriele. (2004). Classroom talks: An introduction. The Modern Language Journal, 88(4), 491-500.

Martin-Jones, Marilyn. (1996). Turn-taking, power asymmetries, and the positioning of bilingual participants in classroom discourse. Linguistics and Education, 8, 105-123.

McCafferty, Steven G., & Ahmed, Mohammed K. (2000). The appropriation of gestures of the abstract by L2 learners. In James P. Lantolf (Ed.), Sociocultural theory and second language earning (pp. 199-218). New York: Oxford University Press.

McHoul, Alec W. (1985). Two aspects of classroom interaction: Turn-taking and correction. Australian Journal of Human Communication Disorders, 13(1), 53-64.

McHoul, Alec W. (1987). Why there are no guarantees for interrogators. Journal of Pragmatics, 11(4), 455-471.

McHoul, Alec W. (1990). The organization of repair in classroom talk. Language in Society, 19(3), 349-377.

McNeal, Betsy. (1995). Learning not to think in a textbook-based mathematics class. Journal of Mathematical Behavior, 14(2), 205-234.

Mehan, Hugh. (1979). Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press.

Mehan, Hugh. (1982). The structure of classroom events and their consequences for student performance. In Perry Gilmore &  Allan A. Glatthorn (Eds.), Children in and out of school: ethnography and education (pp. 59-87). Washington, DC: Center for Applied Linguistics.

Mondada, Lorenza, & Doehler, Simona Pekarek. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Modern Language Journal, 88(4), 501-518.

Mori, Junko. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics, 23(3), 323-347.

Mori, Junko. (2004). Negotiating sequential boundaries and learning opportunities: A case from a Japanese language classroom. The Modern Language Journal, 88(4), 536-550.

Morris, Frank L. (2002). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals, 35(4), 395-404.

Murphy, D. F. (1986). Communication and correction in the classroom. English Language Teaching Journal, 40, 146-151.

Musumeci, Diane. (1996). Teacher-learner negotiation in content-based instruction: Communication at cross-purposes? Applied Linguistics, 17(3), 286-325.

Nakahama, Yuko, & Tyler, Andrea. (2001). Negotiation of meaning in conversational and information gap activities: A comparative discourse analysis. TESOL Quarterly, 35(3), 377-405.

Nassaji, Hossein, & Swain, Merrill (2000). A Vygotskian perspective on corrective feedback in L2: The effect of random versus negotiated help on the learning of English articles. Language Awareness, 9(1), 34-51.

Nassaji, Hossein, & Wells, Gordon. (2000). What’s the use of ‘triadic dialogue’?: An investigation of teacher-student interaction. Applied Linguistics, 21(3), 376-406.

Nicholas, Howard, Lightbown, Patsy M., & Spada, Nina. (2001). Recasts as feedback to language learners. Language Learning, 51(4), 719-758.

Nguyen, Hanh Thi. (2003a). The development of communication skills in the practice of patient consultation among pharmacy students. Unpublished dissertation, University of Wisconsin, Madison.

Nguyen, Hanh Thi. (2003b). Patient’s display of drug knowledge in patient consultations. Journal of the American Pharmaceutical Association, 43(2), 285. [Abstract].

Nystrand, Martin. (1997). Dialogic instruction: When recitation becomes conversation. In Martin Nystrand, Adam Gamoran, Robert Kachur, & Catherine Prendergast, Opening dialogue: Understanding the dynamics of language and learning in the English classroom (pp. 1-29). New York: Teachers College Press.

Nystrand, Martin, & Gamoran, Adam. (1991). Student engagement: When recitation becomes conversation. In Hersholt C. Waxman & Herbert J. Walberg (Eds.), Contemporary research on teaching (pp. 257-276). Berkeley: McCutchan.

Ohta, Amy Snyder. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-121.

Ohta, Amy Snyder. (2000). Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In James P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 51-78). New York: Oxford University Press.

Ohta, Amy Snyder, & Nakaone, Tomoko. (2004). When students ask questions: Teacher and peer answers in the foreign language classroom. IRAL, 42, 217-237.

Oliver, R. (1995). Negative feedback I child NS-NNS conversation. Studies in Second Language Acquisition, 17, 495-481.

Orellana, Marjorie Faulstich. (1996). Negotiating power through language in classroom meetings. Linguistics and Education, 8(4), 335-365.

Panova, Iliana, & Lyster, Roy. (2002). Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly, 36(4), 573-595.

Pavlenko, Aneta & Lantolf, James P. (2000). Second language learning as participation and the (re)construction of selves. In James P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 155-177). New York: Oxford University Press.

Philips, Susan U. (1972). Participant structures and communicative competence: Warm Springs children in community and classroom. In Courtney B. Cazden, Vera P. John, & Dell H. Hymes (Eds.), Functions of Language in the Classroom (pp. 370-394). New York: Teachers College Press.

Piazza, Roberta. (2002). The pragmatics of conducive questions in academic discourse. Journal of Pragmatics, 34(5), 509-527.

Pica, Teresa. (1987). Second-language acquisition, social interaction, and the classroom. Applied Linguistics, 8(1), 3-21.

Pica, Teresa. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-537.

Platt, Elizabeth, & Brooks, Frank B. (1994). The ‘acquisition-rich environment’ revisited. The Modern Language Journal, 78(4), 497-511.

Poole, Deborah. (1992). Language socialization in the second language classroom. Language Learning, 42(4), 593-616.

Richards, Keith. (1999). Working towards common understandings: Collaborative interaction in staffroom stories. Text, 19(1), 143-174.

Richards, Keith. (2006). Being the teacher: Identity and classroom conversation. Applied Linguistics, 27(1), 51-77.

Richards, Keith, & Seedhouse, Paul. (Eds.). (2004). Applying Conversation Analysis. London: Palgrave Macmillan.

Roebuck, Regina. (2000). Subjects speak out: How learners position themselves in a psycholinguistic task. In James P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 79-96). New York: Oxford University Press.

Roehler, Laura, Hallenback, Mark, McLellan, Meredith, & Svoboda, N. (1996). Teaching skills through learning conversations in whole language classrooms. In Ellen McIntyre & Michael Pressley (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 193-212). Norwood, MA: Christopher Gordan.

Roth, Wolff-Michael, & Tobin, Kenneth. (2006). Solidarity and conflict: Prosody as interactional resource in intra- and intercultural communication involving power differences. Unpublished manuscript.

Rymes, Betsy. (2002). Rights to advise: Advice as an emergent phenomenon in student-teacher talk. Linguistics and Education, 8(4), 409-437.

Sacks, Harvey, Schegloff, Emanuel A., & Jefferson, Gail. (1974, December). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4:1), 696-735.

Sarangi, Srikant (1998). ‘I actually turn my back on (some) students’: The metacommunicative role of talk in classroom discourse. Language Awareness, 7(2-3), 90-108.

Seedhouse, Paul. (1996a). Classroom interaction: Possibilities and impossibilities. ELT Journal, 50(1), 16-24.

Seedhouse, Paul. (1996b). Learning talk: A study of the interactional organisation of the L2 classroom from a CA institutional discourse perspective. Unpublished doctoral dissertation, University of York, York, England.

Seedhouse, Paul. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Malden, MA: Blackwell Publishing, Inc.

Seedhouse, Paul. (2005). Conversation analysis as research methodology. In K. Richards & Paul Seedhouse (Eds.), Applying conversation analysis (pp. 251-287). New York: Palgrave Macmillan.

Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language Teaching Research, 8, 263-300.

Sinclair, John McHardy, & Coulthard, Malcom. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press.

Skehan, Peter. (1996). Second language acquisition research and task-based instruction. In Jane Willis & Dave Willis (Eds.), Challenge and change in language teaching (pp. 17-30). Oxford: Heinemann.

Smith III, John P. (1996). Efficacy and teaching mathematics by telling: A challenge for reform. Journal for Research in Mathematics Education, 27(4), 387-402.

Sommers, Elizabeth, & Lawrence, Sandra. (1992). Women’s ways of talking in teacher-directed and student-directed peer response groups. Linguistics and Education, 4(1), 1-35.

Storch, Neomy. (2001). How collaborative is pair work? ESL tertiary students composing in pairs. Language Teaching Research, 5(1), 29-53.

Storch, Neomy. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.

Sugita, Yoshihito. (2006). The impact of teachers’ comment types on students’ revision. ELT Journal, 60(1), 34-41.

Sullivan, Patricia N. (2000). Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In James P. Lantolf (Ed.), Sociocultural theory and second language earning (pp. 115-132). New York: Oxford University Press.

Svennevig, Jan. (2003). Echo answers in native/non-native interaction. Pragmatics, 13(2), 285-309.

Swain, Merrill. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In James P. Lantolf (Ed.), Sociocultural theory and second language earning (pp. 97-114). New York: Oxford University Press.

Swain, Merrill, Brooks, Lindsay, & Tocalli-Beller, Agustina. (2002). Peer-peer dialogue as a means of second language learning. Annual Review of Applied Linguistics, 22, 171-185.

Swain, Merrill, & Lapkin, Sharon. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320-337.

Swain, Merrill, & Lapkin, Sharon. (2002). Talking it through: Two French immersion learners’ response to reformulation. International Journal of Educational Research, 37(3-4), 285-304.

Szymanski, Margaret H. (1999). Re-engaging and dis-engaging talk in activity. Language in Society, 28(1), 1-23.

Szymanski, Margaret H. (2003). Producing text through talk: Question-answering activity in classroom peer groups. Linguistics and Education, 13(4), 533-563.

ten Have, Paul. (2001). Applied conversation analysis. In Alec W. McHoul & Mark Rapley (Eds.), How to analyse talk in institutional settings: A casebook of methods (pp. 3-11). London: Continuum.

Tharp, Ronald G., & Gallimore, Ronald. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.

Tharp, Ronald G., & Gallimore, Ronald. (1991). The instructional conversation: Teaching and learning in social activity. Retrieved October 9, 2006 from the National Center for Research on Cultural Diversity and Second Language Learning website: http://www.ncela.gwu.edu/pubs/ncrcdsll/rr2.htm.

Thornborrow, Joanna. (2002). Power talk: Language and interaction in institutional discourse. London: Pearson Education.

Thornbury, Scott. (2002). Training in instructional conversation. In Hugh R. Toppes-Lomax & Gibson Ferguson (Eds.), Language in language teacher education. Philadelphia: John Benjamins Publishing Company.

Tsui Bik-may, Amy. (1987). An analysis of different types of interaction in ESL classroom discourse. International Review of Applied Linguistics, 25, 336-354.

Van Lier, Leo. (1984). Analysing interaction in second language classrooms. ELT Journal, 38(3), 160-169.

Van Lier, Leo. (2001). Constraints and resources in classroom talk: Issues in equality and symmetry. In Christopher N. Candlin & Neil Mercer (Eds.), English language teaching in its social context: A reader (pp. 90-107). New York: Routeledge.

Van Lier, Leo, & Matsuo, Naoko. (2000). Variety of conversational experience: Looking for learning opportunities. Applied Language Learning, 11(2), 265-287.

Varonis, Evangeline Marlos, & Gass, Susan. (1985). Non-native/non-native conversations: A model for negotiation of meaning. Applied Linguistics, 6(1), 71-90.

Verity, Deryn P. (2000). Side affects: The strategic development of professional satisfaction. In James P. Lantolf (Ed.), Sociocultural theory and second language earning (pp. 179-198). New York: Oxford University Press.

Wagner, Johannes, & Gardner, Rod. (2004). Introduction. In Rod Gardner & Johannes Wagner (Eds.), Second language conversations (pp. 1-17). London: Continuum.

Walsh, Steve. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.

Walsh, Steve. (2006a). Investigating classroom discourse. New York: Routledge.

Walsh, Steve. (2006b). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133-141.

Wells, Gordon. (1993). 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. Linguistics and Education, 5, 1-37.

Wells, Gordon. (1999). The zone of proximal development and its implications for learning and teaching. In Gordon Wells, Dialogic inquiry: Towards a sociocultural practice and theory of education (pp. 313-334). New York: Cambridge University Press.

Wells, Gordon. (2002). The role of dialogue in activity theory. Mind, Culture, and Activity, 9(1), 43-66.

Wells, Gordon. (2005). Extending instructional conversation. In Clifford R. O'Donnell & Lois A. Yamauchi (Ed.), Culture & context in human behavior and change: Theory, research and practical application (pp. ????). ?? Peter Lang Publishing.

Wenger, Etienne. (1998). Communities of practice: Learning, meaning, and identity. Cambridge:
Cambridge University Press.

Westgate, David, Batey, John, Brownlee, Jane, & Butler, Mike. (1985). Some characteristics of interaction in foreign language classrooms. British Educational Research Journal, 11(3), 271-281.

Wilen, William W., & White, Jane J.  (1991). Interaction and discourse in social studies classrooms. In James P. Shaver (Ed.), Handbook of research on social studies teaching and learning (pp. 483-495). New York: MacMillan.

Wintergerst, Ann C. (1993). Why-questions in classroom discourse. College ESL, 3(1), 70-79.

Wood, Terry. (1999). Creating a context for argument in mathematics class. Journal of Research in Mathematics Education, 30 (2), 171-191.

Wortham, Stanton E.F. (1994). Acting out participant examples in the classroom. Philadelphia: John Benjamins

Wortham, Stanton E.F. (2001). Interactionally situated cognition: A classroom example. Cognitive Science, 25, 37-66.

Wortham, Stanton E.F. (2002). Participant examples and classroom interaction. Linguistics and Education, 4(2), 195-217.

Wortham, Stanton, E. F. (2005). Socialization beyond the speech event. Journal of Linguistic Anthropology, 15(1), 95-112.

Wortham, Stanton, E. F. (2006). Learning identity: the joint emergence of social identification and academic learning. Cambridge: Cambridge University Press.

Wu, Benhu. (1998). Towards an understanding of the dynamic process of L2 classroom interaction. System, 26, 525-540.

Young, Richard F., & Miller, Elizabeth R. (2004). Learning as changing participation: Discourse roles in ESL writing conferences. The Modern Language Journal, 88(4), 519-535.

Zuengler, Jane, & Junko, Mori. (2002). Microanalyses of classroom discourse: A critical consideration of method. Applied Linguistics, 23(3), 283-288.