| Successful ELF communications and implications for ELT: Sequential analysis of ELF pronunciation negotiation strategies Y Matsumoto The Modern Language Journal 95 (1), 97-114, 2011 | 177 | 2011 |
| Pedagogical gestures as interactional resources for teaching and learning tense and aspect in the ESL grammar classroom Y Matsumoto, AM Dobs Language learning 67 (1), 7-42, 2017 | 138 | 2017 |
| Empirically defining language learning and teaching materials in use through sociomaterial perspectives AM Guerrettaz, MM Engman, Y Matsumoto The Modern Language Journal 105 (S1), 3-20, 2021 | 77 | 2021 |
| Material moments: Teacher and student use of materials in multilingual writing classroom interactions Y Matsumoto The Modern Language Journal 103 (1), 179-204, 2019 | 58 | 2019 |
| Collaborative co-construction of humorous interaction among ELF speakers Y Matsumoto Journal of English as a Lingua Franca 3 (1), 81-107, 2014 | 56 | 2014 |
| Negotiating voice in translingual literacies: From literacy regimes to contact zones S Canagarajah, Y Matsumoto Journal of Multilingual and Multicultural Development 38 (5), 390-406, 2017 | 49 | 2017 |
| Functions of laughter in English-as-a-lingua-franca classroom interactions: A multimodal ensemble of verbal and nonverbal interactional resources at miscommunication moments Y Matsumoto Journal of English as a Lingua Franca 7 (2), 229-260, 2018 | 41 | 2018 |
| “Because we are peers, we actually understand”: Third‐party participant assistance in English as a lingua franca classroom interactions Y Matsumoto Tesol Quarterly 52 (4), 845-876, 2018 | 40 | 2018 |
| Student self‐initiated use of smartphones in multilingual writing classrooms: Making learner agency and multiple involvements visible Y Matsumoto The Modern Language Journal 105 (S1), 142-174, 2021 | 35 | 2021 |
| Multimodal communicative strategies for resolving miscommunication in multilingual writing classrooms Y Matsumoto | 35 | 2015 |
| The use of gesture, gesture hold, and gaze in trouble-in-talk among multilingual interlocutors in an English as a lingua franca context Y Matsumoto, S Canagarajah Journal of Pragmatics 169, 245-267, 2020 | 32 | 2020 |
| Challenging moments as opportunities to learn: The role of nonverbal interactional resources in dealing with conflicts in English as a lingua franca classroom interactions Y Matsumoto Linguistics and Education 48, 35-51, 2018 | 21 | 2018 |
| Teachers’ Identities as ‘Non-native’ Speakers: Do They Matter in English as a Lingua Franca Interactions? Y Matsumoto Criticality, teacher identity, and (in) equity in English language teaching …, 2018 | 19 | 2018 |
| Exploring epistemological expansions of English as a lingua franca Y Matsumoto Tesol Quarterly 53 (2), 566-578, 2019 | 18 | 2019 |
| World Englishes in local classrooms. Y Canagarajah, S., Kafle, M., & Matsumoto Harnessing Linguistic diversity for better education: Rethinking Education …, 2012 | 12* | 2012 |
| “Laughing moments”: The complex negotiation of laughing acts among students and teachers in an English as a second language classroom Y Matsumoto, JJ Lee, E Kim Classroom Discourse 13 (1), 32-63, 2022 | 10 | 2022 |
| Genre and the cultural realms of taste in Japanese, Korean, and US online recipes S Strauss, H Chang, Y Matsumoto Pragmatics of Japanese: Perspectives on grammar, interaction and culture 285 …, 2018 | 9 | 2018 |
| Embodied actions and gestures as interactional resources for teaching in a second language writing classroom Y Matsumoto The embodied work of teaching, 181-197, 2019 | 7 | 2019 |
| The power of self-directed journals: being a temporary ‘other’for learning to teach Y Matsumoto Teacher Development 20 (4), 521-537, 2016 | 5 | 2016 |
| Multilingual international students’ communicative practices in US university classrooms: Rethinking appropriate Englishes through English as a lingua franca perspectives Y Matsumoto Harvard Educational Review 92 (4), 486-507, 2022 | 4 | 2022 |
Suresh CanagarajahPennsylvania State University在 psu.edu 的电子邮件经过验证
