The effect of instructor stance on ESL speakers' language production in a conversation group setting
Bibliographic Data
| ID | 11988014 |
|---|---|
| Authors | Teresa Hernández González (Concordia University, corresponding author), Kim Mcdonough (0000-0003-3165-9687, Concordia University) |
| Year | 2015 |
| Volume | 55 |
| Pages | 21-29 |
| Publication date | 2015-09-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | System (JOURNAL) |
| Journal identifiers | ISSN: 0346-251X • E-ISSN: 1879-3282 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.system.2015.08.002 |
| OpenAlex | W1665616918 |
| Language | EN |
| References cited | 33 |
Conversation · Conversation analysis · Linguistics · Mathematics education · Pedagogy · Production (economics · Raising (metalworking · Communication · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Engineering · Language, Discourse, Communication Strategies · Psychology
Classroom oriented research in second language acquisition
Dialogic Inquiry
Exploring Classroom Discourse
The Handbook of Second Language Acquisition
Input and Interaction
Using Explicit Positive Assessment in the Language Classroom
Input, Interaction, and Second Language Development
Linguistic and Conversational Adjustments to Non-Native Speakers
Input, Interaction, and Second‐language Acquisition
The Role of the Linguistic Environment in Second Language Acquisition
Conversational Interaction and Second Language Development
‘Being the Teacher’
What's the use of 'triadic dialogue'?
Questioning techniques for promoting language learning with students of limited L2 oral proficiency in a drama-oriented language classroom
A course in language teaching
Second language classrooms
Conversation Analysis and Second Language Pedagogy
Respecifying Display Questions
The Effects of Referential Questions on ESL Classroom Discourse
Varieties of Positioning
Discussion-Based Approaches to Developing Understanding
Moving out of IRF (Initiation‐Response‐Feedback)
To Question and Not To Question During Discussion
| Highly cited | No |
|---|