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Dergiler / Eurasian Journal of Applied Linguistics / 2015 / Cilt: 1 - Sayı: 2

Review of Social Interaction and L2 Classroom Discourse

Maria VANESSA
Sayfa
103–110
DOI
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ISBN: 978-0-748-69264-4 (pbk.)

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Amaç & Hipotez:Social Interaction and L2 Classroom Discourse, Olcay Sert.
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Temel Bulgular & Veri:Edinburgh: Edinburgh University Press (2015). ix+198 pp.
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Sonuç & Katkı:ISBN: 978-0-748-69264-4 (pbk.)
🔬Tür:Araştırma Makalesi
📍Kapsam:2015 Verileri
⚙️Değişkenler:book · review

Abstract

Social Interaction and L2 Classroom Discourse, Olcay Sert. Edinburgh: Edinburgh University Press (2015). ix+198 pp. ISBN: 978-0-748-69264-4 (pbk.)

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Bu Makaleye Atıf Yap

VANESSA, M. (2015). Review of Social Interaction and L2 Classroom Discourse. Eurasian Journal of Applied Linguistics, Cilt: 1 - Sayı: 2, 103–110. https://ajindex.com/articles/284901

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Kaynakça (10)

  1. Balaman, U. (2015). Collaborative Construction of Online L2 Task Accomplishment through Epistemic Progression. Procedia-Social and Behavioral Sciences, 199, pp. 604-612.
  2. Eskildsen, S. W., & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: resources for teaching and learning. European Journal of Applied Linguistics, 1(1), 139-161.
  3. Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 117-142). London: Routledge. Mann, S., & Walsh, S. (2013). RP or “RIP”: a critical perspective on reflective practice. Applied Linguistics Review, 4(2), 291-315.
  4. Seedhouse, P., & Walsh, S. (2010). Learning a second language through classroom interaction. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising learning in applied linguistics (pp. 127-146). Basingstoke: Palgrave Macmillan. Sert, O. (2011). A micro-analytic investigation of claims of insufficient knowledge in EAL classrooms. PhD Thesis. Newcastle University, UK. Sert, O. (2013a). “Epistemic status check” as an interactional phenomenon in instructed learning settings. Journal of Pragmatics, 45(1), pp. 13-28.
  5. Sert, O. (2013b). (Un)willingness to participate as participants' concern: reconsidering research on motivation in applied linguistics. Paper presented at the American Association for Applied Linguistics 2013
  6. Conference, Dallas, TX. Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagocical focus. International Journal of Applied Linguistics, 15(3), 302-325.
  7. Walsh, S. (2002). Construction or obstruction: teacher talk and leaner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  8. Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  9. Walsh, S. (2006). Investigating classroom discourse. New York: Routledge. Walsh, S. (2011). Exploring classroom discourse: Language in action. London: Routledge. Walsh, S. (2012). Conceptualising classroom interactional competence. Novitas-ROYAL (Research on Youth and Language), 6(1), 1-14.
  10. Walsh, S., & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266.