Open Access
Issue
SHS Web Conf.
Volume 191, 2024
9e Congrès Mondial de Linguistique Française
Article Number 01024
Number of page(s) 14
Section Discours, pragmatique et interaction
DOI https://doi.org/10.1051/shsconf/202419101024
Published online 28 June 2024
  1. Allwright, R. L. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5(2), 156–171. [CrossRef] [Google Scholar]
  2. Bell, N. D. (2017). Humor and second language development. In S. Attardo (Ed.), The Routledge handbook of language and humor (pp. 444–455). Routledge. [CrossRef] [Google Scholar]
  3. Blum-Kulka, S., Hamo, M., & Habib, T. (2010). Explanations in naturally occurring peer talk: Conversational emergence and function, thematic scope, and contribution to the development of discursive skills. First Language, 30(3–4), 440–460. https://doi.org/10.1177/0142723710370528 [Google Scholar]
  4. Cekaite, A., & Aronsson, K. (2004). Repetition and joking in children’s second language conversations: Playful recyclings in an immersion classroom. Discourse Studies, 6(3), 373–392. [CrossRef] [Google Scholar]
  5. Cook, G. (2000). Language play, language learning. Oxford University Press. [Google Scholar]
  6. de Gaulmyn, M.-M. (1991). Expliquer des explications. In U. Dausendschön-Gay, E. Gülich, & U. Krafft (Eds.), Linguistische Interaktionsanalysen (pp. 279–314). Max Niemeyer Verlag. [CrossRef] [Google Scholar]
  7. Drew, P. (1987). Po-faced receipts of teases. Linguistics, 25, 219–253. [CrossRef] [Google Scholar]
  8. Drew, P., & Heritage, J. (1992). Analyzing talk at work: an introduction. In P. Drew & J. Heritage (Eds.), Talk at work. Interaction in institutional settings (pp. 3–65). Cambridge University Press. [Google Scholar]
  9. Eilola, L. (2020). Keholliset ja materiaaliset sananselityssekvenssit aikuisten S2-lukutaito-opiskelijoiden luokkahuonevuorovaikutuksessa. Virittäjä, 124, 243–277. https://doi.org/10.23982/vir.77994 [Google Scholar]
  10. Evnitskaya, N., & Berger, E. (2017). Learners’ Multimodal Displays of Willingness to Participate in Classroom Interaction in the L2 and CLIL Contexts. Classroom Discourse, 8(1), 71–94. https://doi.org/10.1080/19463014.2016.1272062 [CrossRef] [Google Scholar]
  11. Fasel Lauzon, V. (2009). L'explication dans les interactions en classe de langue: organisation des séquences, mobilisation de ressources, opportunités d'apprentissage [Thèse de doctorat, Université de Neuchâtel]. [Google Scholar]
  12. Fasel Lauzon, V. (2014). Comprendre et apprendre dans l'interaction. Les séquences d'explication en classe de français langue seconde. Peter Lang. [Google Scholar]
  13. Gajo, L., & Mondada, L. (2000). Interactions et acquisitions en contexte: modes d'appropriation de compétences discursives plurilingues par de jeunes immigrés. Editions Universitaires Fribourg Suisse. [Google Scholar]
  14. Glenn, P. (2003). Laughter in interaction (Vol. 18). Cambridge University Press. [Google Scholar]
  15. Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522. [CrossRef] [Google Scholar]
  16. Gülich, E. (1990). L'approche ethnométhodologique dans l'analyse du français parlé. In M. Charolles, S. Fisher, & J. Jayez (Eds.), Le discours. Représentations et interprétations (pp. 71–110). Presses universitaires de Nancy. [Google Scholar]
  17. Holt, E. (2007). 'I'm eyeing your chop up mind': reporting and enacting. In E. Holt & R. Clift (Eds.), Reporting Talk. Reported speech in interaction (Vol. 24, pp. 47–80). Cambridge University Press. [Google Scholar]
  18. Hutchby, I., & Wooffitt, R. (1998). Conversation analysis: Principles, practices and applications. Blackwell. [Google Scholar]
  19. Jacknick, C. M. (2011). "But this is writing": Post-expansion in student-initiated sequences. Novitas-ROYAL, 5(1), 39–54. [Google Scholar]
  20. Jacknick, C. M. (2021). Multimodal Particiption and Engagement. Social Interaction in the Classroom. Edinburgh University Press. [Google Scholar]
  21. Janin, L. (2023). A multimodal perspective on adult learners’ vocabulary explanations in the beginner-level L2 classroom. Classroom Discourse, 1–22. https://doi.org/https://doi.org/10.1080/19463014.2023.2222857 [Google Scholar]
  22. Janin, L. (2024). Les explications collaboratives d'apprenant-es issu-es de la migration en classe de français L2: une approche interactionnelle et multimodale [Thèse de doctorat, Université de Neuchâtel]. [Google Scholar]
  23. Jefferson, G. (2004). Glossary of Transcript Symbols with an Introduction. In G. H. Lerner (Ed.), Conversation Analysis: Studies from the First Generation (pp. 13–31). John Benjamins. https://doi.org/doi:10.1075/pbns.125.02jef [CrossRef] [Google Scholar]
  24. Kasparek, N. (2015). Facetious language play for creative repetition. New Directions in Teaching and Learning English Discussion, 3, 118–127. [Google Scholar]
  25. Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. In D. Atkinson (Ed.), Alternative Approaches to second language acquisition (pp. 114–142). Routledge. [Google Scholar]
  26. Kim, S., & Park, S.-H. (2017). Humor in the Language Classroom: A Review of the Literature. Primary English Education, 23(4), 241–262. [Google Scholar]
  27. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press. [CrossRef] [Google Scholar]
  28. Lazaraton, A. (2004). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning, 54(1), 79–117. [CrossRef] [Google Scholar]
  29. Leslie, C. (2015). Humour in peer interaction in the L2 classroom. e-TEALS, 6(1), 51–67. [CrossRef] [Google Scholar]
  30. Lo, C. H. Y. (2016). Embodied vocabulary explanation in ESL group interaction: a preliminary account. TESOL & Applied Linguistics, 16(2), 29–34. [Google Scholar]
  31. Majlesi, A. R., & Broth, M. (2012). Emergent learnables in second language classroom interaction. Learning, Culture and Social Interaction, 1, 193–207. [CrossRef] [Google Scholar]
  32. Markee, N. (1994). Toward an Ethnomethodological Respecification of Second-Language Acquisition Studies. In E. E. Tarone, S. M. Gass, & A. D. Cohen (Eds.), Research Methodology in Second-Language Acquisition (pp. 89–116). Lawrence Erlbaum. [Google Scholar]
  33. McNeill, D. (1992). Hand and Mind. What gestures reveal about thought. University of Chicago Press. [Google Scholar]
  34. Merke, S. (2018). Challenging and objecting: Functions of third position turns in student-initiated question sequences. Hacettepe University Journal of Education, 33, 298–315. [Google Scholar]
  35. Mondada, L. (2018). Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality. Research on Language and Social Interaction, 51(1), 85–106. https://doi.org/10.1080/08351813.2018.1413878 [CrossRef] [Google Scholar]
  36. Mondada, L., & Pekarek Doehler, S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Modern Language Journal, 88(4), 501–518. [CrossRef] [Google Scholar]
  37. Morek, M. (2015). Show that you know–Explanations, interactional identities and epistemic stance-taking in family talk and peer talk. Linguistics and Education, 31, 238–259. [CrossRef] [Google Scholar]
  38. Mori, J. (2004). Negociating sequential boundaries and learning opportunities: A case from a Japanese language classroom. The Modern Language Journal, 88(4), 536–550. [CrossRef] [Google Scholar]
  39. Mortensen, K. (2009). Establishing Recipiency in Pre-Beginning Position in the Second Language Classroom. Discourse Processes, 46(5), 491–515. https://doi.org/10.1080/ Mortensen, K. (2011). Doing word explanation in interaction. In G. Palloti & J. Wagner (Eds.), L2 Learning as Social Practice: Conversation-Analytic Perspectives (pp. 135–162). National Foreign Language Resource Center. [CrossRef] [Google Scholar]
  40. Morton, T. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. the language learning journal, 43(3), 256–270. [CrossRef] [Google Scholar]
  41. Pekarek Doehler, S. (2010). Conceptual changes and methodological challenges: On language and learning from a conversation analytic perspective on SLA. In P. Seedhouse, S. Walsh, & C. Jenks (Eds.), Conceptualising learning in applied linguistics (pp. 105–126). Palgrave Mcmilan. [CrossRef] [Google Scholar]
  42. Pekarek Doehler, S., & Pochon-Berger, E. (2015). The development of L2 interactional competence: evidence from turn-taking organization, sequence organization, repair organization and preference organization. In S. W. Eskildsen & T. Cadierno (Eds.), Usage-based perspectives on second language learning (pp. 233–268). Walter de Gruyter. [CrossRef] [Google Scholar]
  43. Pomerantz, A. (1986). Extreme case formulations: A way of legitimizing claims. Human Studies, 9, 219–229. [CrossRef] [Google Scholar]
  44. Pomerantz, A., & Bell, N. D. (2011). Humor as safe house in the foreign language classroom. The Modern Language Journal, 95, 148–161. [CrossRef] [Google Scholar]
  45. Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh University Press. [CrossRef] [Google Scholar]
  46. Skogmyr Marian, K. (2022). The Development of L2 Interactional Competence: A Multimodal Study of Complaining in French Interactions. Routledge. [Google Scholar]
  47. Skogmyr Marian, K., Petitjean, C., & Pekarek Doehler, S. (2017). Le dévelopement de la compétence d'interaction en langue seconde: état des lieux et illustrations empiriques. Revue Française de Linguistique Appliquée, XXII(2), 127–145. [Google Scholar]
  48. Stoewer, K., & Musk, N. (2019). Impromptu vocabulary work in English mother tongue instruction. Classroom Discourse, 10(2), 123–150. https://doi.org/10.1080/19463014.2018.1516152 [CrossRef] [Google Scholar]
  49. Streeck, J. (2009). Chapter 6: Depiction. In J. Streeck (Ed.), Gesturecraft. The manu-facture of meaning (pp. 119–150). John Benjamins. [Google Scholar]
  50. Tai, K. W. H., & Brandt, A. (2018). Creating an imaginary context: teacher’s use of embodied enactments in addressing learner initiatives in a beginner-level adult ESOL classroom. Classroom Discourse, 9(3), 244–266. https://doi.org/10.1080/19463014.2018.1496345 [CrossRef] [Google Scholar]
  51. Waring, H. Z., Creider, S. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture and Social Interaction, 2, 249–264. [CrossRef] [Google Scholar]
  52. Wray, A. (2002). Formulaic language and the lexicon. Cambridge University Press. [CrossRef] [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.