Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message

Login Alert

Cancel
Log in
×
×
Register
Log In
(0) Cart
Logo for Cambridge Core from Cambridge University Press. Click to return to homepage.
Logo for Cambridge Core from Cambridge University Press. Click to return to homepage.
Cited by
  • Crossref logo 13
  • Google Scholar logo
Crossref Citations
Crossref logo
This article has been cited by the following publications. This list is generated based on data provided by Crossref.
2022. A Pragmatic Approach to Fluency and Disfluency in Learner Language. Vol. 332, Issue. ,
  • CrossRef
  • Google Scholar
Balaman, Ufuk 2022. Conversation Analytic Language Teacher Education in Digital Spaces. p. 15.
  • CrossRef
  • Google Scholar
Wagner, Santoi and Park, Innhwa 2022. Whole‐Class Co‐Construction in a High School Spanish Classroom: A Conversation Analytic Perspective. Language Learning, Vol. 72, Issue. S1, p. 203.
  • CrossRef
  • Google Scholar
Malabarba, Taiane Mendes, Anna C. Oliveira and de Souza, Joseane 2022. Multimodal Resolution of Overlapping Talk in Video-Mediated L2 Instruction. Languages, Vol. 7, Issue. 2, p. 154.
  • CrossRef
  • Google Scholar
Temuryan, Christina T. 2023. Theoretical and methodical foundations for the interaction strategies development for linguodidactic training program students. Tambov University Review. Series: Humanities, p. 634.
  • CrossRef
  • Google Scholar
Xie, Min and Tu, Binglan 2023. Reconciling the cognitive and social approaches to describing teacher talk in second language classrooms: The contribution of systemic functional linguistics. Frontiers in Communication, Vol. 8, Issue. ,
  • CrossRef
  • Google Scholar
Nandagopal, Shoba Kanare and Philip, Ruth Sara 2023. A Metainvestigation of Speaking Skills: Practice, Feedback, and Self-Directed Efforts. IEEE Transactions on Professional Communication, Vol. 66, Issue. 2, p. 170.
  • CrossRef
  • Google Scholar
Yu, Hao Isahakyan, Anna van Merrienboer, Jeroen J. G. Köhler, S. Eleonore and Asoodar, Maryam 2023. Second language learning role-play: effects of patient and doctor roles on motivation and competence. Frontiers in Medicine, Vol. 10, Issue. ,
  • CrossRef
  • Google Scholar
Loewen, Shawn Tuzcu, Ayşen and Philp, Jenefer 2023. Current Approaches in Second Language Acquisition Research. p. 13.
  • CrossRef
  • Google Scholar
Mitchell, Rosamond and Myles, Florence 2024. Lexical frequency and target language input in the primary languages classroom. The Language Learning Journal, p. 1.
  • CrossRef
  • Google Scholar
Sahlender, Moritz Helbert, Stefanie ten Hagen, Inga Knaus, Anastasia and Weiss, Zarah 2024. Investigating spoken classroom interactions in linguistically heterogeneous learning groups – An interdisciplinary approach to process video-based data in second language acquisition classrooms. Applied Corpus Linguistics, Vol. 4, Issue. 3, p. 100104.
  • CrossRef
  • Google Scholar
Shi, Dan 2024. First-order sense-making in L2 academic discussions: A distributed view of teacher languaging dynamics in embodied and situated learning context. System, Vol. 123, Issue. , p. 103333.
  • CrossRef
  • Google Scholar
Koike, Dale A. and Tocaimaza-Hatch, Cecilia 2024. L2 interactional competence in a short-term service-learning and study abroad program. Study Abroad Research in Second Language Acquisition and International Education, Vol. 9, Issue. 2, p. 157.
  • CrossRef
  • Google Scholar
Google Scholar Citations

View all Google Scholar citations for this article.

×
Cambridge University Press

Our Site

  • Accessibility
  • Contact & Help
  • Legal Notices

Our Platforms

  • Cambridge Core
  • Cambridge Open Engage
  • Cambridge Higher Education

Our Products

  • Journals
  • Books
  • Elements
  • Textbooks
  • Courseware

Join us online

Please choose a valid location.

  • Rights & Permissions
  • Copyright
  • Privacy Notice
  • Terms of Use
  • Cookies Policy
Cambridge University Press 2025

Cancel
Confirm
×

Save article to Kindle

To send this article to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about sending to your Kindle. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda
  • Volume 55, Issue 1
  • Joan Kelly Hall (a1)
  • DOI: https://doi.org/10.1017/S0261444820000397
Please provide your Kindle email.
Available formats Please select a format to save.
×

Save article to Dropbox

To save this article to your Dropbox account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Dropbox account. Find out more about saving content to Dropbox.

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda
  • Volume 55, Issue 1
  • Joan Kelly Hall (a1)
  • DOI: https://doi.org/10.1017/S0261444820000397
Available formats Please select a format to save.
×

Save article to Google Drive

To save this article to your Google Drive account, please select one or more formats and confirm that you agree to abide by our usage policies. If this is the first time you used this feature, you will be asked to authorise Cambridge Core to connect with your Google Drive account. Find out more about saving content to Google Drive.

L2 classroom interaction and its links to L2 learners’ developing L2 linguistic repertoires: A research agenda
  • Volume 55, Issue 1
  • Joan Kelly Hall (a1)
  • DOI: https://doi.org/10.1017/S0261444820000397
Available formats Please select a format to save.
×
×

Reply to: Submit a response

Contents help
Close Contents help

- No HTML tags allowed
- Web page URLs will display as text only
- Lines and paragraphs break automatically
- Attachments, images or tables are not permitted

Please enter your response.

Your details

Email help
Close Email help

Your email address will be used in order to notify you when your comment has been reviewed by the moderator and in case the author(s) of the article or the moderator need to contact you directly.

Please enter a valid email address.
You have entered the maximum number of contributors

Conflicting interests

Do you have any conflicting interests? * Conflicting interests help

Close Conflicting interests help

Please list any fees and grants from, employment by, consultancy for, shared ownership in or any close relationship with, at any time over the preceding 36 months, any organisation whose interests may be affected by the publication of the response. Please also list any non-financial associations or interests (personal, professional, political, institutional, religious or other) that a reasonable reader would want to know about in relation to the submitted work. This pertains to all the authors of the piece, their spouses or partners.