The Development of Practices for Action in Classroom Dyadic Interaction: Focus on Task Openings

By John Hellermann. 2007

146 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/8c97ea8d36da3160dfa270461175054e3214be97

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. T. Morton
2. Teppo Jakonen
3. John Hellermann

In Literature and Literary Theory

1. Teppo Jakonen
2. T. Morton
3. John Hellermann

Citations in the corpus

• Classroom Discourse in Foreign Language Classrooms: A Review of the Literature (2012, unknown): “However, instead of evaluating students’ responses in the third turn, the teacher provides a response that takes the form of non-evaluative feedback. The feedback may include asking students to expand on their response by justifying or clarifying their opinions. Table 2 illustrates how teacher-stude”
• Epistemic search sequences in peer interaction in a content-based language classroom (2015, background): “Rather than seeing learning as changes in participation over a relatively long time period, as in, for example, Hellermann 2007, a focus on epistemic practices sees learning as contingent, on-the-spot dealing with matters that hinder or permit the progressive unfolding of pedagogic activity (see…”
• 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, methodology): “These include developing practices for opening and closing classroom task interactions (Hellermann, 2007; Hellermann & Cole, forthcoming).”