This position paper builds on ethnomethodological conversation analysis to make a number of interrelated, empirically derived claims about speaking a second language and learning to do it as a social endeavor. We will show that: (1) language is primarily action, that linguistic units are primarily designed and used for and learned as actions in situ; (2) language is occasioned and environmentally contingent, and speaking is turn-taking that presupposes an ability to monitor other people’s talk; and (3) language, learning and cognition are socially distributed, co-constructed, embodied and embedded in local situations. They are each other’s ongoing continuations or extensions, made visible by verbal and bodily behavior. They rely on other people’s actions in situ as language is co-constructed and language-as-action emerges.
Article outline
Introduction
Background
Interaction and SLA research
Ethnomethodology and conversation analysis
Socially distributed cognition
Empirical data
Showcasing embedded, embodied, and extended cognition
Collaborative word searches
Collaborative completion
Embedded, embodied, and extended cognition in learning over time
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal 86 (4): 525–545.
Atkinson, D. (2011). A sociocognitive approach to second language acquisition. In Alternative Approaches to Second Language Acquisition, D. Atkinson (ed.), 143–166. New York, NY: Taylor and Francis.
Block, D. (2003). The Social Turn in Second Language Acquisition. Edinburgh, UK: Edinburgh University Press.
Brouwer, C. E. (2003). Word searches in NNS-NS interaction: Opportunities for language learning?The Modern Language Journal, 87 (4): 534–545.
Brouwer, C. E. (2004). On doing pronunciation. In Second Language Conversations, R. Gardner, & J. Wagner (eds.), 93–113. London: Continuum.
Brouwer, C. E., & Wagner, J. (2004). Developmental issues in second language conversation. Journal of Applied Linguistics 1: 29–47.
Burch, R. A. (2014). Pursuing information. A conversation analytic perspective on communication strategies. Language Learning 64 (3): 651–684.
Button, G. (1991). Ethnomethodology and the Human Sciences. Cambridge: Cambridge University Press.
Button, G., Coulter, J., Lee, J. R.E., & Sharrock, W. (1995). Computers, Minds and Conduct. Cambridge: Polity Press.
Cadierno, T. & Eskildsen, S. W. (eds.) (2015). Usage-based Perspectives on Second Language Learning. Berlin: Mouton de Gruyter.
Clark, A. (2008), Supersizing the Mind: Embodiment, Action and Cognitive Extension. Oxford: Oxford University Press.
Doughty, C. & M. H. Long (eds.). (2003). The Handbook of Second Language Acquisition. Malden, MA: Blackwell.
Douglas Fir Group, the. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal 100 (Supplement): 19–47.
Drew, P. & Heritage, J. (1992). Talk at Work. Cambridge: Cambridge University Press.
Duff, P. A. & Talmy, S. (2011). Language socialization Approaches to second language acquisition. In Alternative Approaches to Second Language Acquisition, D. Atkinson (ed.), 95–116. New York: Taylor and Francis.
Ellis, N. C. (2014). Cognitive and social language use. In Studies in Second Language Acquisition 36: 397–402. [Special Issue Bridging the Gap. Cognitive and social approaches to research in second language learning and teaching, J. Hulstijn, R. F. Young, & L. Ortega (eds.).]
Ellis, N. C. (2015). Cognitive and social aspects of learning from usage. In Usage-based Perspectives on Second Language Learning, T. Cadierno, & S. W. Eskildsen (eds.), 49–74. Berlin: Mouton de Gruyter.
Ellis, N. C., & Larsen-Freeman, D. (2006). Language emergence: Implications for applied linguistics. Introduction to the special issue. Applied Linguistics 27 (4): 558–589.
Ellis, R. (2005). Planning and task-based performance. In Planning and Task Performance in a Second Language, R. Ellis (ed.), 3–34. Amsterdam: John Benjamins.
Ellis, R. (2009). The differential effects of three types of task planning on the fluency, complexity, and accuracy in L2 oral production. Applied Linguistics 30: 474–509.
Eskildsen, S. W. (2011). The L2 inventory in action: Conversation analysis and usage-based linguistics in SLA. In L2 Learning as Social Practice: Conversation-Analytic Perspectives, G. Pallotti & J. Wagner (eds.), 337–373. Honolulu, HI: University of Hawai‘i, National Foreign Language Resource Center.
Eskildsen, S. W. (2012). L2 negation constructions at work. Language Learning 62(2): 335–372.
Eskildsen, S.W. (2015). What counts as a developmental sequence?: Exemplar-based L2 learning of English questions. Language Learning 65(1): 33–62.
Eskildsen, S. W. (2016). The emergence of creativity in L2 English – a usage-based case-study. In Multiple Perspectives on Language Play, N. Bell (ed.), 281–316. Berlin: Mouton de Gruyter.
Eskildsen, S. W. (2018). “We’re Learning A Lot of New Words”: Encountering New L2 Vocabulary Outside of Class. The Modern Language Journal.
Eskildsen, S. W. (In press). L2 constructions and interactional competence: Subordination and coordination in English L2 learning. In What Is Applied Cognitive Linguistics? Answers from Current SLA Research, A. Tyler & C. Moder (eds.). Berlin: Mouton de Gruyter.
Eskildsen, S. W. (forthc). “Let me help you”: Learning to do and correct public writing in the L2 classroom. In Kunitz, S., Sert, O. & Markee, N. (eds.), Emerging Issues in Classroom Discourse and Interaction: Theoretical and Applied CA Perspectives on Pedagogy. Dordrecht: Springer.
Eskildsen, S. W. & Cadierno, T. (2015). Advancing usage-based approaches to L2 studies. In Usage-based perspectives on second language learning, T. Cadierno & S. W. Eskildsen (eds.), 1–18. Mouton de Gruyter.
Eskildsen, S. W., Cadierno, T. & Li, P. (2015). On the development of motion constructions in four learners of L2 English. In Usage-based perspectives on second language learning, T. Cadierno & S. W. Eskildsen (eds.), 207–232. Berlin: Mouton de Gruyter.
Eskildsen, S. W. & Theodórsdóttir, G. (2017). Constructing L2 learning spaces: Ways to achieve learning inside and outside the classroom. Applied Linguistics 38(2): 143–164.
Eskildsen, S. W. & Wagner, J. (2013). Recurring and shared gestures in the L2 classroom: Resources for teaching and Learning. EuropeanJournal of Applied Linguistics 1: 139–161
Eskildsen, S. W. & Wagner, J. (2015). Embodied L2 construction learning. Language Learning 65: 419–448.
Eskildsen, S. W. & Wagner, J. (in press). From trouble in the talk to new resources –The interplay of bodily and linguistic resources in the talk of a novice speaker of English as a second language. In Documenting Change across Time: Longitudinal Studies on the Organization of Social Interaction, S. Pekarek Doehler, E. González-Martínez, & J. Wagner (eds.). Basingstoke: Palgrave Macmillan.
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal 81 (3): 285–300.
Firth, A. & Wagner, J. (2007). S/FL learning as a social accomplishment: Elaborations on a “reconceptualised” SLA. The Modern Language Journal 91: 800–819.
Fox Tree, J. E. & Schrock, J. C. (2002). Basic meaning of you know and I mean. Journal of Pragmatics 34: 727–747.
Francis, D. & Hester, S. (2004). An Invitation to Ethnomethodology: Language, Society and Interaction. London: Sage.
Fujii, A., & Makey, A. (2009). Interactional feedback in learner-learner interactions in a task-based EFL classroom. International Review of Applied Lingusitics 47: 267–301.
Gallagher, S. (2005). How the Body Shapes the Mind. Oxford: Oxford University Press.
Garfinkel, H. (1967). Studies in Ethnomethodogy. Englewood Cliffs: Prentice Hall.
Gass, S. (2003). Input and Interaction. In The Handbook of Second Language Acquisition, C. Doughty & M. H. Long (eds.), 224–255. Malden, MA: Blackwell.
Gass, S. (2015). Comprehensible input and output in classroom interaction. In The Handbook of Classroom Discourse and Interaction, N. Markee (ed.), 182–197. Malden, MA: Blackwell.
Gass, S., & Mackey, A. (2007). Input, interaction and output in second language acquisition. In Theories in Second Language Acquisition. An Introduction, B. VanPatten & J. Williams (eds.), 175–199. Mahwah, NJ: Lawrence Erlbaum.
Goodwin, C. (1979). The interactive construction of a sentence in natural conversation. In Everyday Language: Studies in Ethnomethodology¸G. Psathas (ed.), 97–121. New York, NY: Irvington Publishers.
Goodwin, C. (2000a). Action and embodiment within situated human interaction. Journal of Pragmatics 32: 1489–1522.
Goodwin, C. (2000b). Practices of seeing: visual analysis: an ethnomethdological approach. In. Handbook of Visual Analysis, T. van Leeuwen & J. Carey (eds.), 157–182. London: Sage.
Goodwin, C. (2003a). Pointing as situated practice. In Pointing: Where Language, Culture and Cognition Meet, S. Kita (ed.), 217–241. Mahwah, N.J.: Lawrence Erlbaum.
Goodwin, C. (2003b). The body in action. In Discourse, the Body, and Identity, J. Coupland & R. Gwyn (eds.), 19–42. Mahwah, N.J: Lawrence Erlbaum.
Goodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse and Society 18: 53–73.
Goodwin, C. (2013). The co-operative, transformative organization of human action and knowledge. Journal of Pragmatics 43: 8–23.
Goodwin, C. & Goodwin, M. (1986). Gesture and coparticipation in the activity of searching for a word. Semiotica 62: 51–75.
Hall, J. K., Cheng, A., & Carlson, M. T. (2006). Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics 27 (2): 220–240.
Hall, J. K., Hellermann, J. & Pekarek Doehler, S. (eds.) (2011). L2 Interactional Competence and Development. Clevedon: Multilingual Matters.
Hall, J. K. & Verplaetse, L. S. (2000). The development of second and foreign language learning through classroom interaction. In Second and Foreign Language Learning through Classroom Interaction, J. K. Hall, & L. S. Verplaetse (eds.), 1–20. Mahwah, NJ: Lawrence Erlbaum.
Hauser, E. (2013). Stability and change in one adult’s second language english negation. Language Learning 63 (3): 463–498.
Hayashi, M. (2003). Language and the body as resources for collaborative action: Astudy of word searches in Japanese conversation. Research on Language and Social Interaction 36 (2): 109–141.
Hellermann, J. (2008). Social Actions for Classroom Language Learning. Clevedon: Multilingual Matters.
Hellermann, J., Eskildsen, S. W., Pekarek Doehler, S. & Piirainen-Marsh, A. (eds.). (forthc.). Conversation Analytic Research on L2 Interaction in the Wild: The Complex Ecology of Learning-In-Action. Dordrecht: Springer.
Heritage, J. (1984a). A change-of-state token and aspects of its sequential placement. In Structures of Social Action, J. M. Atkinson & J. Heritage (eds.), 299–345. Cambridge, UK: Cambridge University Press.
Heritage, J. (1984b). Garfinkel and Ethnomethodology. Cambridge: Polity Press.
Heritage, J. (2012). Epistemics in action: Action formation and territories of knowledge. Research on Language and Social Interaction 45 (1): 1–29.
Heritage, J. & Clayman, S. (2010). Talk in Action: Interactions, Identities and Institutions. Malden, MA: Wiley-Blackwell.
Heritage, J. & Robinson, J. D. (2011). ‘Some’ vs ‘any’ medical issues: Encouraging patients to reveal their unmet concerns. In Applied Conversation Analysis: Changing Institutional Practices, C. Antaki (ed.), 15–31. Basingstoke: Palgrave Macmillan.
Hulstijn, J., Young, R. F. & Ortega, L. (eds.). (2014). Bridging the Gap. Cognitive and Social Approaches to Research in Second Language Learning and Teaching. Special issue of Studies in Second Language Acquisition.
Hutchby, I. & Wooffitt, R. (2008). Conversation Analysis, (2nd edition). Cambridge: Polity Press.
Hutchins, E. (1995). Cognition in the Wild. The MIT Press, Cambridge, MA.
Jacoby, S. & Ochs, E. (1995). Co-construction: An introduction. Research on Language and Social Interaction 28: 171–183.
Kanagy, R. (1999). Interactional routines as a mechanism for L2 acquisition and socialization in an immersion context. Journal of Pragmatics 31: 1467–1492.
Kasper, G. (2009). Locating cognition in second language interaction and learning: Inside the skull or in public view?International Review of Applied Linguistics 47: 13–36.
Kasper, G., & Wagner, J. (2011). A conversation-analytic approach to second language acquisition. In Alternative Approaches to Second Language Acquisition, D. Atkinson (Ed.), 117–142. New York: Taylor & Francis.
Kasper, G., & Wagner, J. (2014). Conversation Analysis in Applied Linguistics. Annual Review of Applied Linguistics 34: 171–212.
Koschmann, T. (2011). Understanding understanding in action. Journal of Pragmatics 43: 435–437.
Koschmann, T. (2013). Conversation analysis and learning in interaction. In Conversation Analysis, K. Mortensen, & J. Wagner (eds.). In The Encyclopedia of Applied Linguistics, C. A. Chapelle (ed.), 1038–1043. Oxford, UK: Wiley-Blackwell.
Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal 70 (4): 366–372.
Kunitz, S., Sert, O. & Markee, N. forthc. Emerging Issues in Classroom Discourse and Interaction: Theoretical and Applied CA Perspectives on Pedagogy. Dordrecht: Springer.
Kunitz, S. & Skogmyr Marian, K. (2017). Tracking immanent language learning behavior over time in task-based classroom work. Tesol Quarterly. 51: 507–535.
Lantolf, J. P. (2011). Sociocultural theory. A dialectical approach to L2 research. In Handbook of Second Language AcquisitionS. M. Gass, & A. Mackey (eds.), 57–72. New York, NY: Routledge.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
Lerner, G. (1991). On the syntax of sentences-in-progress. Language in Society 20 (3): 441–458.
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In Handbook of second language acquisition, W. C. Ritchie, & T. K. Bhatia (eds.), 413–468. San Diego, CA: Academic Press.
Mackey, A. (2013). Input, Interaction, and Corrective Feedback in L2 Learning. Oxford: Oxford University Press.
MacWhinney, B. (1999). The emergence of language from embodiment. In The Emergence of Language, B. MacWhinney (ed.), 213–256. Mahwah, NJ: Lawrence Erlbaum.
MacWhinney, B. (2005). The emergence of grammar from perspective. In Grounding Cognition. The Role of Perception and Action in Memory, Language, and Thinking, D. Pecher & R. A. Zwaan (eds.), 198–223. Cambridge, UK: Cambridge University Press.
Markee, N. (1994). Toward an ethnomethodological respecification of second-language acquisition studies. In Research Methodology in Second-Language Acqusition, E. E. Tarone, S. M. Gass & A. D. Cohen (eds.), 89–116. Hillsdale, NJ: Lawrence Erlbaum.
Markee, N. (2000). Conversation Analysis. Mahwah, NJ: Lawrence Erlbaum.
Markee, N. (2008). Toward a learning behavior tracking methodology for CA-for-SLA. Applied Linguistics 29 (3): 404–427.
Markee, N. (2011). Doing, and justifying doing, avoidance. Journal of Pragmatics 43: 602–615.
Markee, N. & Kunitz, S. (2013). Doing planning and task performance in second language acquisition: An ethnomethodological respecification. Language Learning 63 (4): 629–664.
May, S. (ed.). (2015). The multilingual turn: Implications for SLA, TESOL and bilingual education. New York: Routledge.
McHoul, A. W. (1978). The organization of turns at formal talk in the classroom. Language in Society 7: 183–213.
McHoul, A. W. (1990). The organization of repair in classroom talk. Language in Society 19: 349– 377.
Mehan, H. (1979). Learning Lessons. Cambridge, MA: Harvard University Press.
Mondada, L. (2014a). The local constitution of multimodal resources for social interaction. Journal of Pragmatics 65: 137–156.
Mondada, L.. (2016). Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics 20: 336–366.
Mori, J. (2010). Learning language in real time: A case study of the Japanese demonstrative pronoun “are” in word-search sequences. In Pragmatics in language learning, vol 12, G. Kasper, H. t. Nguyen, D. Yoshimi & J. K. Yoshioka (eds.), 15–42. Honolulu: University of Hawai’i, National Foreign Language Resource Center.
Mori, J, & Hasegawa, A. (2009). Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events. International Review of Applied Linguistics 47: 65–94.
Mortensen, K. (2011). Doing word explanation in interaction. In L2 Learning as Social Practice: Conversation-Analytic Perspectives, G. Pallotti & J. Wagner (eds.), 135–162. Honolulu, HI: University of Hawai’i, National Foreign Language Resource Center.
Nevile, M. (2015). The embodied turn in research on language and social interaction. Research on Language and Social Interaction 48: 121–151.
Ortega, L. (2014). Ways forward for a bi/multilingual turn in SLA. In The multilingual turn: Implications for SLA, TESOL and bilingual education, S. May (ed.), 32–53. New York: Routledge.
Pallotti, G., & Wagner, J. (eds.). (2011). L2 Learning as Social Practice: Conversation-Analytic Perspectives. Honolulu, HI: University of Hawai’i, National Foreign Language Resource Center.
Pease, A. & Pease, B., (2006). The Definitive Book of Body Language. New York: Bantam Books
Pedersen, H. F. (2014). Om konstruktionen sån en N i danske samtaler. S.O.S. Skrifter om samtalegrammatik 1 (1): 1–23. [On the construction a kind of N in Danish conversations. S.O.S. Notes on the grammar of conversation 1 (1): 1–23]
Pekarek Doehler, S., & Pochon-Berger, E. (2015). The development of L2 interactional competence: evidence from turn-taking organization, sequence organization, repair organization and preference organization. In Usage-based Perspectives on Second Language Learning, T. Cadierno & S. W. Eskildsen (eds.), 233–268. Berlin: Mouton de Gruyter.
Reder, S. (2005). The “Lab School.”Focus on Basics, 8(A). Available at [URL]
Robbins, P. & Aydede, M. (2009). A short primer on situated cognition. In The Cambridge Handbook of Situated Cognition, P. Robbins & M. Aydede (eds.), 3–10. Cambridge: Cambridge University Press.
Roehr-Brackin, K. (2015). Long-term development in an instructed adult L2 learner: Usage-based and complexity theory applied. In Usage-based Perspectives on Second Language Learning, T. Cadierno, & S. W. Eskildsen (eds.), 75–104. Berlin: Mouton de Gruyter.
Rupert, R. D. (2011). Cognitive systems and the supersized mind. Philosophical Studies 152: 427– 436.
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turntaking for conversation. Language 50: 696–735.
Schegloff, E. A. (1972). Notes on a conversational practice: Formulating place. In Studies in Social Interaction, D. Sudbow (ed.), Glencoe, IL: Free Press.
Schegloff, E. A. (1979). The relevance of repair to syntax-for-conversation. In Syntax and Semantics, vol. 12., Givon, T. (ed.), 261–286. New York: Academic Press.
Schegloff, E. A. (1987). Between macro and micro: contexts and other connections. In The Micro-Macro Link, J. Alexander, B. Giesen, R. Munch & N. Smelser (eds.), 207–234. Berkeley, CA: University of California Press.
Schegloff, E. A. (1992). Repair after next turn: The last structurally provided defense of intersubjectivity in conversation. The American Journal of Sociology 97 (5): 1295–1345.
Schegloff, E. A. (2007). Sequence Organization in Interaction. A Primer in Conversation Analysis. Volume 1. Cambridge, UK: Cambridge University Press.
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977). The preference for self-correction in the organization of repair in conversation. Language 53: 361–382.
Schegloff, E. A., Koshik, I., Olsher, D. & Jacoby, S. (2002). Conversation analysis and applied linguistics. ARAL 22: 3–31.
Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Oxford: Blackwell’s
Seo. M.-S. & Koshik, I. (2012). A conversation analytic study of gestures that engender repair in ESL conversational tutoring. Journal of Pragmatics 42: 2219–2239
Stam, G. (2015). Changes in thinking-for-speaking: A longitudinal case study. The Modern Language Journal 99 (Supplement): 83–99.
Stivers, T. (2010). An overview of the question-response system in American English conversation. Journal of Pragmatics 42: 2772–2781.
Stivers, T., Mondada, L., & Steensig, J. (2011). Knowledge, morality and affiliation in social interaction. In The Morality of Knowledge in Conversation, T. Stivers, L. Mondada, & J. Steensig (eds.), 3–26. Cambridge, UK: Cambridge University Press.
Swain, M., & Deters, P. (2007). “New” mainstream SLA theory: Expanded and enriched. The Modern Language Journal 91: 820–836.
ten Have, Paul. (2004). Understanding Qualitative Research and Ethnomethodology. London: Sage.
ten Have, Paul. (2007). Doing Conversation Analysis: A Practical Guide (2nd edition). London: Sage
Theodórsdóttir, G. & Eskildsen, S. W. (2011). Achieving intersubjectivity and doing learning: The use of English as a lingua franca in Icelandic L2. Nordand 6 (2), 59–85.
Thorne, S. L. & Hellermann, J. (2015). Sociocultural approaches to expert-novice relationships in second language interaction. In The handbook of classroom discourse and interaction, N. Markee (ed.), 281–298. Chichester, UK: Wiley Blackwell.
van Compernolle, R. A. (2015). The emergence of sociolingusitic competence in L2 classroom interaction. In The Handbook of Classroom Discourse and Interaction, N. Markee (ed.), 265–280. Chichester, UK: Wiley Blackwell.
van Compernolle, R. A. & McGregor, J. (eds.). (2016). Authenticity, Language, and Interaction in Second Language Contexts. Bristol, UK: Multilingual Matters.
Wagner, J. (2015). Designing for language learning in the wild. Creating social infrastructures for second language learning. In Usage-based Perspectives on Second Language Learning, T. Cadierno & S. W. Eskildsen (eds.), 75–104. Berlin: Mouton de Gruyter.
Watson-Gegeo, K. (2004). Mind, language and epistemology: Towards a language socialization paradigm for SLA. Modern Language Journal 88 (3): 331–350.
Zuengler, J. & Cole, KM. (2005). Language socialization and second language learning. In Handbook of Research in Second Language Teaching and Learning, E. Hinkel (ed.), 301–316. Mahwah, NJ: Lawrence Erlbaum
2023. The design of requests by adult L2 users with emergent literacy. Classroom Discourse 14:2 ► pp. 167 ff.
HELLERMANN, JOHN & STEVEN L. THORNE
2022. Collaborative Mobilizations of Interbodied Communication for Cooperative Action. The Modern Language Journal 106:S1 ► pp. 89 ff.
Sert, Olcay
2022.
Conversation Analysis in
TESOL
. In Research Methods in Language Teaching and Learning, ► pp. 147 ff.
Majlesi, Ali Reza
2021. The Intersubjective Objectivity of Learnables. In Classroom-based Conversation Analytic Research [Educational Linguistics, 46], ► pp. 41 ff.
ATKINSON, DWIGHT
2019. Beyond the Brain: Intercorporeality and Co‐Operative Action for SLA Studies. The Modern Language Journal 103:4 ► pp. 724 ff.
Eskildsen, Søren W.
2019. Learning Behaviors in the Wild: How People Achieve L2 Learning Outside of Class. In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38], ► pp. 105 ff.
Eskildsen, Søren W.
2021. Doing the Daily Routine: Development of L2 Embodied Interactional Resources Through a Recurring Classroom Activity. In Classroom-based Conversation Analytic Research [Educational Linguistics, 46], ► pp. 71 ff.
Eskildsen, Søren W., Simona Pekarek Doehler, Arja Piirainen-Marsh & John Hellermann
2019. Introduction: On the Complex Ecology of Language Learning ‘in the Wild’. In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38], ► pp. 1 ff.
Lilja, Niina, Arja Piirainen-Marsh, Brendon Clark & Nicholas B. Torretta
2019. The Rally Course: Learners as Co-designers of Out-of-Classroom Language Learning Tasks. In Conversation Analytic Research on Learning-in-Action [Educational Linguistics, 38], ► pp. 219 ff.
This list is based on CrossRef data as of 4 september 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.