Numa Markee
Biographic Data
| ID | 200144 |
|---|---|
| NAME | Numa Markee |
| GIVEN NAMES | Numa |
| FAMILY NAME | Markee |
| SIGNATURE | MARKEE N |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0001-9877-0588 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Emic and Etic in Qualitative Research
The origins of the emic/etic distinction in linguistics are to be found in Pike (1967), who distinguished between phonemic and phonetic accounts of the sounds of language.
Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research
A widely accepted orthodoxy is that it is impossible to do replication studies within qualitative research paradigms. Ontologically and epistemologically speaking, such a view is largely correct. However, in this paper, I propose that what I call comparative re-production research—that is, the empirical study of qualitative phenomena that occur in one context, which are then shown also to obtain in another—is a well-attested practice in ethnometh…
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification
We use insights and methods from ethnomethodological conversation analysis and discursive psychology to develop an account of embodied word and grammar searches as socially distributed planning practices. These practices, which were produced by three intermediate learners of Italian as a Foreign Language (IFL), occurred massively in natural data that were gathered during a 3-week period from a third-semester IFL course at a university in the Unit…
Doing, and justifying doing, avoidance
Toward a Learning Behavior Tracking Methodology for CA-for-SLA
This paper is principally about methodology. It first summarizes five issues in the emerging research agenda of conversation analysis-for-second language acquisition (CA-for-SLA), and develops empirically based analyses of classroom talk that occurs over several days and months to illustrate how a longitudinal learning behavior tracking (LBT) methodology for CA-for-SLA works. LBT has two components: Learning object tracking (LOT) and learning pro…
Classroom Talks: An Introduction
In This Issue
I As guest editor, Numa Markee has collected a fascinating sample of TESOL-related development work in this issue, which helps define the domain of language in development as it pertains to TESOL.Taking readers from the detailed perspectives of learners and development workers to those of theorists and business people, the articles attest to the complexity of language-related development issues, which transcend the traditional boundaries of acade…
Language in Development: Questions of Theory, Questions of Practice
This article reviews three main themes that come into focus in this special-topic issue on the emerging subfield of language-in-development studies: (a) basic definitional issues, (b) issues of the locus and scope of language in development, and (c) the role of English and other languages in language in development. The article proposes a working definition of language in development as the resolution of practical language-related problems in the…
Conversation Analysis
Conversation analysis is a methodology that originated over three decades ago as a sociolinguistic approach but has since been adopted by scholars in a variety of other areas, including applied linguistics and communication. It is of great utility in second language acquisition research for its demonstrations of how micro-moments of socially distributed cognition instantiated in conversational behavior contribute to observable changes in the part…
Some Thoughts on Globalization: A Response to Warschauer
Using electronic mail to manage the implementation of educational innovations
Language Planning
Applied linguistics: What's that
ESP within a new descriptive framework
This paper introduces and defines four language planning terms ( status planning, corpus planning, policy planning , and language cultivation ) into the ESP literature. This nomenclature describes and categorizes the different planning phases involved in communicative curriculum design, implementation and maintenance. The utility of these terms as descriptors for the language teaching problem‐solving process is then exemplified with reference to …
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification
We use insights and methods from ethnomethodological conversation analysis and discursive psychology to develop an account of embodied word and grammar searches as socially distributed planning practices. These practices, which were produced by three intermediate learners of Italian as a Foreign Language (IFL), occurred massively in natural data that were gathered during a 3-week period from a third-semester IFL course at a university in the Unit…
Doing, and justifying doing, avoidance
Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research
A widely accepted orthodoxy is that it is impossible to do replication studies within qualitative research paradigms. Ontologically and epistemologically speaking, such a view is largely correct. However, in this paper, I propose that what I call comparative re-production research—that is, the empirical study of qualitative phenomena that occur in one context, which are then shown also to obtain in another—is a well-attested practice in ethnometh…
Using electronic mail to manage the implementation of educational innovations
ESP within a new descriptive framework
This paper introduces and defines four language planning terms ( status planning, corpus planning, policy planning , and language cultivation ) into the ESP literature. This nomenclature describes and categorizes the different planning phases involved in communicative curriculum design, implementation and maintenance. The utility of these terms as descriptors for the language teaching problem‐solving process is then exemplified with reference to …
Language Planning
Applied linguistics: What's that
Using electronic mail to manage the implementation of educational innovations
Conversation Analysis
Conversation analysis is a methodology that originated over three decades ago as a sociolinguistic approach but has since been adopted by scholars in a variety of other areas, including applied linguistics and communication. It is of great utility in second language acquisition research for its demonstrations of how micro-moments of socially distributed cognition instantiated in conversational behavior contribute to observable changes in the part…
Some Thoughts on Globalization: A Response to Warschauer
In This Issue
I As guest editor, Numa Markee has collected a fascinating sample of TESOL-related development work in this issue, which helps define the domain of language in development as it pertains to TESOL.Taking readers from the detailed perspectives of learners and development workers to those of theorists and business people, the articles attest to the complexity of language-related development issues, which transcend the traditional boundaries of acade…
Language in Development: Questions of Theory, Questions of Practice
This article reviews three main themes that come into focus in this special-topic issue on the emerging subfield of language-in-development studies: (a) basic definitional issues, (b) issues of the locus and scope of language in development, and (c) the role of English and other languages in language in development. The article proposes a working definition of language in development as the resolution of practical language-related problems in the…
Classroom Talks: An Introduction
Toward a Learning Behavior Tracking Methodology for CA-for-SLA
This paper is principally about methodology. It first summarizes five issues in the emerging research agenda of conversation analysis-for-second language acquisition (CA-for-SLA), and develops empirically based analyses of classroom talk that occurs over several days and months to illustrate how a longitudinal learning behavior tracking (LBT) methodology for CA-for-SLA works. LBT has two components: Learning object tracking (LOT) and learning pro…
Doing, and justifying doing, avoidance
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification
We use insights and methods from ethnomethodological conversation analysis and discursive psychology to develop an account of embodied word and grammar searches as socially distributed planning practices. These practices, which were produced by three intermediate learners of Italian as a Foreign Language (IFL), occurred massively in natural data that were gathered during a 3-week period from a third-semester IFL course at a university in the Unit…
Are replication studies possible in qualitative second/foreign language classroom research? A call for comparative re-production research
A widely accepted orthodoxy is that it is impossible to do replication studies within qualitative research paradigms. Ontologically and epistemologically speaking, such a view is largely correct. However, in this paper, I propose that what I call comparative re-production research—that is, the empirical study of qualitative phenomena that occur in one context, which are then shown also to obtain in another—is a well-attested practice in ethnometh…
Emic and Etic in Qualitative Research
The origins of the emic/etic distinction in linguistics are to be found in Pike (1967), who distinguished between phonemic and phonetic accounts of the sounds of language.
EFL/ESL Teaching and Learning (11 works) · Linguistics (11 works) · Computer Science (10 works) · Psychology (10 works) · Sociology (9 works) · Language, Discourse, Communication Strategies (7 works) · Multilingual Education and Policy (7 works) · Philosophy (7 works) · Conversation (5 works) · Communication (4 works)