Task Design, Plan, and Development of Talk‐in‐Interaction: An Analysis of a Small Group Activity in a Japanese Language Classroom

By Junko Mori. 2002

236 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0b1d953359fee092af53cf8fe6712de06b038760

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

Citations in the corpus

Toward a Learning Behavior Tracking Methodology for CA-for-SLA (2007, background): “However, there is a third solution that is based on CA’s methodological practice of unmotivated looking (see Mori 2002), and which uses as its departure point Schegloff’s (1989) seminal paper on how participants accomplish socially distributed cognition as behavior (see also Kasper in press; Markee…”
Zones of Interactional Transition in ESL Classes (2004, background): “The small body of work that has emerged to date on the social construction of classroom talk has typically used conversation analysis (CA; Koshik, 2002a, 2002b; Markee, 1994, 1995, 2000, 2003, in press-a, in press-b; Mori, 2002; Seedhouse, 1997, 1999) or microethnographic techniques (Lazaraton, 2003”
Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom (2009, background): “The dialogue, which was part of a larger task concerning a picture of an elderly couple, was performed as a range of question–answer sequences (cf. Mori, 2002) where the students took turns at asking each other questions about the persons of the picture (e.g., who they are, how they are related,…”
Evaluative Criteria for Qualitative Research in Applied Linguistics: Whose Criteria and Whose Research? (2003, background): “As for this last question, it is true that TESOL Quarterly to date has not published a CA study to complement its growing list of published ethnographies; only in Applied Linguistics does conversation analytic research appear with any regularity (e.g., Boyle, 2000; Mori, 2002; Wong, 2000).”
Repair and Relevance of Differential Language Expertise in Second Language Conversations (2006, background): “…second language speaker conversation (e.g. Carroll 2000; Firth 1996; Firth and Wagner 1997; Gardner and Wagner 2004; Hauser 2003; Hosoda 2000; Kasper 2004; Kidwell 2000; Kurhila 2004; Markee 2000, 2004a, 2004b; Mori 2002, 2003; Seedhouse 2001, 2004; Wagner and Firth 1997; Wong 1994, 2000a, 2000b).”
The Impact of "Role Play" on Fostering EFL Learners' Speaking Ability: A Task-Based Approach. (2010, background): “Mori (2002) believed that two leading theories namely communicative competence (Hymes, 1972) and psycholinguistic theory of natural second language acquisition (Krashen, 1982) have greatly influenced language instruction.”
A Child's Development of Interactional Competence in a Swedish L2 Classroom. (2007, background): “2 Adult L2 learning as related to the interactional organization of learning activities in formal settings has been the focus of several CA-based studies (Markee, 2000; Mori, 2002).”
Classroom Discourse in Foreign Language Classrooms: A Review of the Literature (2012, unknown): “The Mori (2002) and Mondada and Pekarek Doehler (2004) studies shed light classrooms, others (e.g., Huong, 2007; Mori, 2002; Mondada & Pekarek Doehler, 2004) have examined student-student interaction in the classroom context.”
Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis (2009, background): “Although it is not always clear or made explicit how an understanding of these practices may inform our understandings of learning, we have learned, for example, that tasks do not always unfold as planned (Markee, 2005; Mori, 2002), which provides a useful basis for refining or reconsidering our ins”