Conceptualizing how EMI teachers use language in multilingual university settings remains a challenge. While previous studies have explored the language challenges faced by EMI science teachers, few have operationalized 'classroom routines' for understanding classroom language use. This feasibility study applies Freeman et al.'s (2015)…

Based on interaction recorded in EFL classrooms, this study uses Conversation Analysis to document the post-first deployment of an absurd candidate formulation (ACF) to pursue recipient response at points of interactional delay. ACFs are a form of correction-invitation device in which the question initiator proffers a candidate response that is…

The contemporary literature regarding dialogic classroom interaction has primarily focused on the meaning-making attributes of dialogue while acknowledging but otherwise providing less emphasis to the social dimensions of the learning community and the dialogic resources that students bring to the classroom. As a result, this paper explores the…

This article reports the results of a study involving the Conversation Analysis (CA) of self-initiated self-repair structures in classroom conversations. The study aimed to cast light on self-initiated repairs practiced by advanced EFL learners. The data were collected in 2018. Forty proficient EFL students participated in the study. 72 hours of…

This study aims at determining discourse markers used by Turkish teachers and native teachers in EFL classrooms and comparing these items in terms of variety and frequency. To reach the objectives of the present study, two separate corpora were compiled through audio-recordings collected from two Turkish and two native EFL teachers? lectures.…

Hardly any work has been done on the features of Philippine English in the clausal level from spoken discourses from a professional group. This paper compares the cases of inverted subject-auxiliary in embedded questions of the same group of professionals between 1999 and the years of 2016-2019, thus spanning almost 20 years. A total of 167 hits…

This paper, through the use of Joycean narrative inquiry, offers a qualitative narrative analysis of two types of language input the South Korean community was exposed to when the doors opened to a large number of western teachers in 1993 (i.e., General American and Received Pronunciation). Specifically, this paper provides examples of lexical…

The field of L2 pragmatics demonstrates the effect of instructional intervention on the development of L2 learners' pragmatic competence. Nevertheless, effective instruction requires knowledge of pragmatic performances of L2 learners in naturally occurring conversations, in comparison to those of the target community speakers. This study, using a…

Drawing on linguistic anthropological notions of language ideologies and sociolinguistic approaches to stance, this study examines the meaning-making resources through which Spanish heritage language (HL) learners orient toward ideological perspectives on language value and linguistic expertise in classroom interaction. Part of a larger…

This study investigates the dynamics in the Spanish classroom between heritage language learner (HLL) dyads, second language learner (L2L) dyads, and mixed HLL-L2L dyads. Specifically, it examines oral, written and embodied discourse that informs our understanding of how learners attend to language. Analysis for this dissertation examined…

The potential of computer-mediated communication (CMC) for language learning resides mainly in the possibility that learners have to engage with other speakers of the language, including L1 speakers. The inclusion of CMC in the L2 classroom provides an opportunity for students to utilize authentic language in real interaction, rather than the more…

This study attempts to explore the nature and the potential of various discourse structures and linguistic functions that may facilitate students' learning in English classes co-taught by a native English-speaking teacher (NEST) and a local English teacher in Taiwanese elementary schools. Considering the nature of the study, the author employed a…

Using a sociocritical approach to the study of language and literacy and discourse analysis, this article examines student initiated challenges in a sheltered English course with two types of English learners: native+, ESL students; and, recently, arriving ESL students. The analysis draws on 19 hours of video-recorded observations of…

Using conversation analysis as a central tool of analysis, examines the sequential development of talk-in-interaction observed in a small group activity in a Japanese language classroom. Explores the relationship among task instruction, students' reaction to the instruction during their pre-task planning, and the actual development of talk with…

This study examines and compares the production of discourse markers by native speakers and learners of English based on a pedagogic sub-corpus from CANCODE, a corpus of spoken British English, and a corpus of interactive classroom discourse of secondary pupils in Hong Kong. The results indicate that in both groups discourse markers serve as…