Classroom Repair Practices and Reflective Conversations: Longitudinal Interactional Changes

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

Allen, L. Q. (2000). Nonverbal accommodations in foreign language teacher talk. Applied Language Learning, 11(1), 155-176.

Ashraf, H., & Rarieya, J. F. A. (2008). Teacher development through reflective conversations – possibilities and tension: A Pakistan case. Reflective Practice, 9(3), 269-279.

Atar, C., Seedhouse, P. (2018). A conversation-analytic perspective on the organization of teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 1(2), 145-166

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

Brown, D. (2016). The type and linguistic foci of oral corrective feedback in the L2 classroom: A meta-analysis. Language Teaching Research, 20(4), 436-458. 

Cekaite, A. (2007). A child’s development of interactional competence in a Swedish L2 classroom. The Modern Language Journal, 91(1), 45-62.

Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five Approaches (2nd ed.). Thousand Oaks, CA: Sage.

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

Ferreira, A., Moore, J., & Mellish, C. (2007). A study of feedback strategies in foreign language classrooms and tutorials with implications tor intelligent computer-assisted language learning systems. Journal of Artificial Intelligence in Education, 17, 389-422.

Forrester, M. A. (2008). The emergence of self-repair: A case study of one child during the early preschool years. Research on Language & Social Interaction, 41(1), 99-128.

Hammersley, M. (1994). Introducing Ethnography. In D. Graddol, J. Maybil, & B. Steirer (Eds.), Researching language and literacy in the social context (pp. 1-15). Open University Press.

Hauser, E. (2017). Learning and the immediate use (fullness) of a new vocabulary item. Modern Language Journal, 101(4), 712-728.

Hellermann, J. (2008). Social actions for classroom language learning. Clevedon, UK: Multilingual Matters.

Hellermann, J. (2009). Looking for evidence of language learning in practices for repair:  A case study of self‐initiated self‐repair by an adult learner of English. Scandinavian Journal of Educational Research, 53(2), 113-132.

Hellermann, J. (2011). Members’ methods, members' competencies: Evidence of language learning in longitudinal studies of other-initiated repair. In J. Hall, J. Hellermann, & S. Pekarek-Doehler (Eds.), The development of L2 interactional competence (pp.147-172). Bristol, UK: Multilingual Matters.

Heritage, J. (1997). Conversational analysis and institutional talk: Analyzing data. In D. Silverman (Ed.), Qualitative research: Theory, method, and practice (pp. 113-29). London: Sage Publications.

Ingram, J., & Elliott, V. (2016) A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviors. Cambridge Journal of Education, 46(1), 37-53.

Kääntä, L. (2014). From noticing to initiating correction: Students’ epistemic displays in instructional interaction. Journal of Pragmatics, 66, 86-105.

Kasper, G. (1985). Repair in foreign language teaching. Studies in Second Language Acquisition, 7(2), 200-215.

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

Kasper, G., & Kim, Y-h. (2007). Handling sequentially inapposite responses. In Hua, Z., P. Seedhouse, L. Wei and V. Cook (Eds.), Language learning and teaching as social interaction (pp. 22-41). Houndmills, Hampshire: Palgrave Macmillan.

Karim, A., Mohamed, A. R., & Rahman, M. M. (2017). EIA- A Teacher Education Project in Bangladesh: An Analysis from Diversified Perspectives. International Journal of Instruction, 10(4), 51-66.

Kinginger, C. (1995). Task variation and repair in the foreign language classroom. In M. Haggstrom., J. Wieczorek, & L. Morgan. (Eds.), The foreign language classroom: Bridging theory and practice (pp. 55-70). London: Garland Press.

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

Kurhila, S. (2001). Correction in talk between native and non-native speakers. Journal of Pragmatics, 32(7)1083-1110

Lantolf, J. P., & Thorne, S. (2006). Sociocultural theory and genesis of second language development. Oxford: Oxford University Press.

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

Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry. Language Learning, 54(1), 79-117.

Lee, Y. (2007). Third turn position in teacher talk: Contingency and the work of teaching. Journal of Pragmatics, 39(1), 180-206.

Lyster, R., & Ranta, L. (1997). Corrective feedback and learners’ uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19(1), 37-61.

Lyster, R., Saito, K., & Sato, M. (2012). Oral corrective feedback in second language classrooms. Language Teaching, 46(2), 1-40.

Mackey, A., Gass, S., & MacDonough, K. (2000). How do learners perceive interactional feedback? Studies in Second Language Acquisition, 22, 471-497.

Manrique, E. & Enfield, N. J. (2015). Suspending the next turn as a form of repair initiation: evidence from Argentine Sign Language. Frontiers in Psychology, 6, 1326.

Markee, N. (2008) Toward a learning behavior tracking methodology for CA‐for‐SLA. Applied Linguistics, 29(3), 404-427.

Martin, C. (2009). Relevance of situational context in studying learning as changing participation, Scandinavian Journal of Educational Research, 53(2), 133-149.

Martin, C., & Sahlström, F. (2010). Learning as longitudinal interactional change: From other-repair to self-repair in physiotherapy treatment, Discourse Processes, 47(8), 668-697.

Maxwell, J. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300.

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

Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (pp. 13-103). New York: Macmillan.

Mozaffari, F., & Allami, H. (2017). Organizational patterns of English language teachers’ repair practices. Iranian Journal of Applied Linguistics, 20(1), 151-184.

Nassaji, N. (2015). The interactional feedback dimension in instructed second language learning: Linking theory, research, and practice. London: Bloomsbury.

Nassaji, H., & Swain, M. (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.

Nguyen, H. T. (2008). Sequence organization as a local and longitudinal achievement. Text & Talk, 28(4), 501-528.

Nguyen, H.T. (2011). A longitudinal microanalysis of a second language learner’s participation.  In G. Pallotti & J. Wagner (Eds.), L2 Learning as Social Practice: Conversation-Analytic Perspectives (pp.17-44). Honolulu, HI: NFLRC.

Pekarek-Doehler, S. (2010). Conceptual changes and methodological challenges: On language, learning and documenting learning in conversation analytic SLA research. In P. Seedhouse & S. Walsh, (EDS.), Conceptualizing learning in applied linguistics (pp.105-26). Basingstoke, UK: Palgrave MacMillan.

Radford, J. (2010). Practices of other-initiated repair and correction in SSLD classroom discourse. Applied Linguistics, 31(1), 25-44.

Ratminingsih, N. M., Artini, L. P., & Padmadewi, N. N. (2017). Incorporating Self and Peer Assessment in Reflective Teaching Practices. International Journal of Instruction, 10(4), 165-184.

Reddington, E. (2018). Managing participation in the adult ESL classroom: Engagement and exit practices. Classroom Discourse, 9(2), 132-149.

Richards, K. & Seedhouse, P. (2007). Applying conversation analysis. Basingstoke: Palgrave MacMillan.

Rolin-Ianziti, J. (2010). The organization of delayed second language correction. Language Teaching Research, 14(2), 183-206.

Rylander, J. (2009). Repair work in a Chinese as a foreign language classroom. In H. T. Nguyen & G. Kasper (Eds.), Talk-in-interaction: Multilingual Perspectives (pp. 245-280). Honolulu: National Language Resource Centre.

Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language, 53(2), 361-382.

Schmidt, R.W., & Frota, S. N. (1986). Developing necessary conversational ability in a second language: A case study of an adult learner of Portuguese. In R. R. Day (Ed.), Talking to Learn: Conversation in second language acquisition (pp. 237-326). Rowley, MA.

Seedhouse, P. (1997). The case of the missing “NO”: the relationship between pedagogy and interaction. Language Learning, 4(3), 547-583.

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Blackwell Publishing. The University of Michigan.

Seedhouse, P. (2005). Conversation Analysis as research methodology. In K. Richards and P. Seedhouse (Eds.), Applying conversation analysis (pp. 251-266). Hampshire: Palgrave McMillan.

Sidnell, J., & Stivers, T. (2013). Handbook of conversation analysis. Oxford: Blackwell.

Ten Have. P. (2007). Doing conversation analysis: A practical guide. London: Sage.

Van Lier, L. (1988). The classroom and the language learner. London: Longman.

Van Lier, L. (2000). From input to affordance: social- interactive learning from an ecological perspective. In J. P. Lantolf (Ed), Sociocultural theory and second language learning (pp. 155-177). Oxford: Oxford University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

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

Walsh, S. (2006). Investigating classroom discourse. Cambridge: Cambridge University Press.

Walsh, S. (2010). Developing Interactional Awareness in the Second Language Classroom Through Teacher Self-evaluation. Language Awareness, 12(2), 124-142.

Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press.

Waring. H. Z. (2015). Promoting self-discovery in the language classroom. International Review of Applied Linguistics in Language Teaching, 53(1), 61-85.

Waring, H. Z. (2016). Theorizing pedagogical interaction: Insights from conversation analysis. New York: Routledge.

Wells, G. (1999). Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge University Press.

Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.

Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.

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