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Review of Social Interaction and L2 Classroom Discourse

Yıl 2015, Cilt: 1 Sayı: 2, 103 - 110, 17.09.2015
https://doi.org/10.32601/ejal.460633

Öz

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

Kaynakça

  • Balaman, U. (2015). Collaborative Construction of Online L2 Task Accomplishment through Epistemic Progression. Procedia-Social and Behavioral Sciences, 199, pp. 604-612.
  • 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.
  • 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.
  • 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.
  • 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 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.
  • Walsh, S. (2002). Construction or obstruction: teacher talk and leaner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • 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.
  • Walsh, S., & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266.
Yıl 2015, Cilt: 1 Sayı: 2, 103 - 110, 17.09.2015
https://doi.org/10.32601/ejal.460633

Öz

Kaynakça

  • Balaman, U. (2015). Collaborative Construction of Online L2 Task Accomplishment through Epistemic Progression. Procedia-Social and Behavioral Sciences, 199, pp. 604-612.
  • 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.
  • 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.
  • 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.
  • 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 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.
  • Walsh, S. (2002). Construction or obstruction: teacher talk and leaner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2003). Developing interactional awareness in the second language classroom through teacher self-evaluation. Language Awareness, 12(2), 124-142.
  • 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.
  • Walsh, S., & Li, L. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 23(2), 247-266.
Toplam 15 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Dilbilim
Bölüm Book Review(s)
Yazarlar

Maria Vanessa Aus Der Wieschen Bu kişi benim

Yayımlanma Tarihi 17 Eylül 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 1 Sayı: 2

Kaynak Göster

APA Aus Der Wieschen, M. V. (2015). Review of Social Interaction and L2 Classroom Discourse. Eurasian Journal of Applied Linguistics, 1(2), 103-110. https://doi.org/10.32601/ejal.460633