Now in its second edition, this volume offers a strong synthesis of classic and current work in
conversation analysis (CA), usefully encapsulated in a model of interactional practices that …

A common practice in classroom discourse is the IRF sequence (teacher initiation–student
response–teacher feedback; Sinclair & Coulthard, 1975; cf. IRE in Mehan, 1979). Based on …

Scholars and practitioners have increasingly come to recognise the centrality of learner
agency in generating learning opportunities. Such agency is most clearly observed in the …

Much work on classroom interaction has been devoted to the IRF or IRE structure as well as
pair or group work. Relatively little is known about less “legitimate” moments such as humor …

The purpose of this paper was to explore coach–athlete 'talk in action'during performance
analysis feedback sessions. Our goal was to examine how interactional tasks are …

Using conversation analysis (CA), this study identifies features of teacher-child interactions
that enable opportunities for children's active participation in early learning environments …

Insofar as effective instruction is contingent upon the degree to which it is tailored to learner
understandings in situ, developing a firmer grasp of how understanding‐checks work in the …

Despite certain important critiques, much of the work on teacher questions has centered on
the distinction between referential and display questions as well as their roles in creating …

Utilizing Conversation Analysis, this study examined classroom interactions to identify
strategies secondary school teachers used to elicit EFL learners' talk in four micro …

Pairing theory with methodology, this study demonstrates how EFL teachers' limited wait-
time practice structures in and affects the structuring of the unfolding classroom discourse …