The organization of off-task talk in second language classrooms

By Numa Markee. 2005

94 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/785f68d0d0eaa1b93badde493bc475eec4a570c3

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

1. John Hellermann
2. Hansun Zhang Waring
3. Hanh thi Nguyen
4. Yuri Hosoda
5. Joshua J. Thoms
6. Olcay Sert

In Literature and Literary Theory

1. John Hellermann
2. Hansun Zhang Waring
3. Hanh thi Nguyen
4. Yuri Hosoda

Citations in the corpus

• 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): “…1470-1170 online 2009 Scandinavian Journal of Educational Research DOI: 10.1080/00313830902757550 http://www.informaworld.com consider a new level of interactional detail as part of what is considered data for language acquisition (Firth & Wagner, 1997; Markee, 2005; Seedhouse, 2004, 2005).”
• 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).”
• 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”
• Rapport Building in Language Instruction: A Microanalysis of the Multiple Resources in Teacher Talk (2007, background): “Along the same lines, Markee (2005) suggests that even ‘off-task’ exchanges among students in group work may be beneficial as opportunities for meaning-focused language learning.”