Toward a Learning Behavior Tracking Methodology for CA-for-SLA

By Numa Markee. 2007

299 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/09acd9d5b0fd091d14c2ba0698bee0ad487ccb08

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In Language and Linguistics

Citations in the corpus

What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence (2018, background): “In several authors’ descriptions of the construct (e.g. Kasper, 2006; Markee, 2008; Young, 2000, 2008), IC is seen as encompassing as well as going beyond the formal systems of language.”
Epistemic search sequences in peer interaction in a content-based language classroom (2015, unknown): “More recently, the CA approach has been expanded beyond the description of L2 interactional practices to take on the thorny issue of L2 learning (Gardner 2008; Hua et al. 2007; Kasper 2009; Kasper and Wagner 2011; Lee 2010; Markee 2008; Pekarek Doehler 2010; Sahlström 2011; Walsh and Li 2013).”
Learner-generated content and engagement in second language task performance (2017, background): “This research might also track learners’ behaviors on tasks in which they are engaged in language use and relate it to learning gains to understand how engagement contributes to language use (Markee, 2008; Shintani & Ellis, 2014).”
Looking for Evidence of Language Learning in Practices for Repair: A Case Study of Self‐Initiated Self‐Repair by an Adult Learner of English (2009, background): “This study’s focus on repair presents indigenous, interactionally-defined structural units of language (Markee, 2008; Mori, Hasegawa, & Matsunaga, 2009), units of talk that may or may not be part of a linguist’s inventory of structures, as the object of study for language learning research.”
Using conversation analysis in the second language classroom to teach interactional competence (2011, unknown): “…perspective into second language use or acquisition (Wong, 1994, 2000; Tanaka, 1999; Brouwer, 2000; Carroll, 2000, 2005; Markee, 2000, 2007, 2008; Kurhila, 2001, 2006; Mori, 2003; Olsher, 2003; He, 2004; Wagner & Gardner, 2004; Golato, 2005; Richards & Seedhouse, 2005;…”
The interactional management of claims of insufficient knowledge in English language classrooms (2013, background): “These studies highlighted the ways in which learning and interactional competence can be approached and described through a microanalytic mode of inquiry (e.g. Hellermann 2008; Markee 2008; Pekarek Doehler 2010).”
The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning (2010, background): “…this view is most saliently expressed in the concern with the dynamic nature of language learning (de Bot, 2008; Larsen-Freeman & Cameron, 2008; Markee, 2008); the ecology of language learning (Kramsch, 2002; van Lier, 2004); the sociocultural foundation of language learning (Atkinson, 2002;…”
Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification (2013, background): “We also argue that participants deploy multimodal actions to achieve planning-related language learning behaviors (Markee, 2008) that may result in observable, co-constructed changes of state (Heritage, 1984, 2005) that are more or less long lasting (Markee, 2008).”
CONCEPTUALISING CLASSROOM INTERACTIONAL COMPETENCE (2012, background): “Markee (2008) proposes three components, each with its own set of features:”