Negotiating Sequential Boundaries and Learning Opportunities: A Case from a Japanese Language Classroom.

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Peer interaction in the foreign language classroom: what factors foster a focus on form? (2010, background): “Yet other research points to the difficulties and frustrations that can occur among peers, because of differences in ability, enthusiasm, orientation, and purpose (Mori, 2004; Tognini, 2008) or reticence to use the second language (L2) for fear of embarrassment (Tognini, 2008).”
Using Explicit Positive Assessment in the Language Classroom: IRF, Feedback, and Learning Opportunities. (2008, background): “It is not surprising, therefore, that when it comes to understanding learning opportunities, CA takes an emic approach (Mori, 2004).”
Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis (2009, background): “Still, the rapidly growing number of CA-inspired classroom-based studies have generated important insights into a range of interactional practices typically not recognized or dealt with in great detail in traditional SLA studies (e.g., Frazier, 2007; He, 2000; Hellermann, 2006; Markee, 2004; Mori, 2”