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Hits 1 – 9 of 9
1
On the contingent nature of language-learning tasks
Hellermann, John
;
Pekarek Doehler, Simona
In:
Classroom discourse. - London [u.a.] : Routledge, Taylor & Francis Group
1 (2010) 1, 25-45
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2
Practices for dispreferred responses using "no" by a learner of English
Hellermann, John
In:
International review of applied linguistics in language teaching. - Berlin : de Gruyter
47 (2009) 1, 95-126
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OLC Linguistik
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3
Practices for social interaction in the language-learning classroom: disengagements from dyadic task interaction
Hellermann, John
;
Cole, Elizabeth
In:
Applied linguistics. - Oxford : Oxford Univ. Press
30 (2009) 2, 186-215
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OLC Linguistik
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4
Language which is not taught: the discourse marker use of beginning adult learners of English
Hellermann, John
;
Vergun, Andrea
In:
Journal of pragmatics. - Amsterdam [u.a.] : Elsevier
39 (2007) 1, 157-179
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5
The development of practices for action in classroom dyadic interaction : focus on task openings
Hellermann, John
In:
The modern language journal. - Hoboken, NJ [u.a.] : Wiley-Blackwell
91 (2007) 1, 83-96
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OLC Linguistik
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6
Classroom interactive practices for developing L2 literacy : a microethnographic study of two beginning adult learners of English
Hellermann, John
In:
Applied linguistics. - Oxford : Oxford Univ. Press
27 (2006) 3, 377-404
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OLC Linguistik
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7
Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk
Hellermann, John
In:
Research on language and social interaction. - Philadelphia, Pa. : Routledge, Taylor & Francis Group
38 (2005) 1, 105-130
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8
The sequential and prosodic co-construction of a 'quiz game' activity in classroom talk
Hellermann, John
In:
Journal of pragmatics. - Amsterdam [u.a.] : Elsevier
37 (2005) 6, 919-944
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9
The interactive work of prosody in the IRF exchange : teacher repetition in feedback moves
Hellermann, John
In:
Language in society. - London [u.a.] : Cambridge Univ. Press
32 (2003) 1, 79-104
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