PUBLICATIONS

2021

Can Daşkın, N. (2021). A micro-analytic investigation into a practice of informal formative assessment in L2 classroom interaction. In S. Kunitz, N. Markee, & O. Sert (Eds), Classroom-based conversation analytic research: Theoretical and applied perspectives on pedagogy (pp. 335-357). Springer. https://doi.org/10.1007/978-3-030-52193-6_17
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Demir, D. & Schwab, G. (2021). „Was heißt x?“ als kontingente Lehrerfragen im universitären Konversationsunterricht. Deutsche Sprache, 3, S. 257-278.
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2020

Badem-Korkmaz, F. & Balaman, U. (2020). Third position repair for resolving troubles in understanding teacher instructions. Linguistics and Education, 60, 100859.
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Kardaş İşler, N., & Can Daşkın, N. (2020). Reference to a shared past event in primary school setting. Linguistics and Education, 57, 100815.
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2019

Kardaş İşler, N., Balaman, U., Şahin, A. E. (2019). The interactional management of learner initiatives in social studies classroom discourse. Learning, Culture and Social Interaction, 23. [Click to view]

Can Daşkın, N. & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction. Language Testing, 1-25. [Click to view]

Balaman, U. (2019). Sequential organization of hinting in online task-oriented L2 interaction. Text & Talk, 39(4), 511-534. [Click to view]

Balaman, U. & Can Daşkın, N. (2019). A series of conversation analysis based pedagogical activities for increasing interactional awareness. Journal of Inquiry Based Activities, 9(1), 1-13. [Click to view]

Can Daşkın, N., & Hatipoğlu, Ç. (2019). Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics, 142, 16-30. [Click to view]

Kardaş İşler, N , Şahin, A , Balaman, U . (2019). Öğrenci Katılımına Zemin Hazırlayan Etkileşimsel Bir Kaynak: Eksik Tasarlanmış Sözceler. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 45 (45), 376-396. [Click to view]

2018

Ünal, D. Ç, Bozbıyık, M. & Acar, Y. (2018). Almanca Öğretiminde Sınıf İçi Etkileşimsel Yetiye İlişkin Bir İhtiyaç Analizi ve Durum Tespiti [Needs and Situation Analysis about Classroom Interactional Competence in German Language Teaching]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(1), 1-26. [Click to view]

Balaman, U. (2018). Emergent information gap tasks for (digital) language classrooms: A resource for teachers and teacher educators. KONECT Project. (Available in English, Spanish, and Chinese)

Skogmyr Marian, K. & Balaman, U. (2018). L2 interactional competence and its development: An overview of conversation analytic research on interactional change over time. Language & Linguistics Compass. [Click to view]

Balaman, U. (2018). Task-induced development of hinting behaviors in online L2 task-oriented interaction. Language Learning & Technology. 22(2), 95–115. [Click to view]

Balaman, U. (2018). Embodied resources in a repetition activity in a preschool L2 classroom. Novitas-ROYAL (Research on Youth and Language), 12(1), 27-51. [Click to view]

Sert, O. & Balaman, U. (2018). Orientations to negotiated language and task rules in online L2 interaction. ReCALL. [Click to view]

aus der Wieschen, M. V. & Sert, O. (2018). Divergent Language Choices and Maintenance of Intersubjectivity: The Case of Danish EFL Young Learners. International Journal of Bilingual Education and Bilingualism. [Click to view]

Çelik, S., Baran, E. & Sert, O. (2018). The Affordances Of Mobile-app Supported Teacher Observations for Peer Feedback. International Journal of Mobile and Blended Learning. 10(2). 36-49. [Click to view]

2017

Can Daşkın, N . (2017). A conversation analytic investigation into L2 classroom interaction and informal formative assessment. ELT Research Journal, 6 (1), 4-24. [Click to view]

Balaman, U. & Sert, O. (2017). Development of L2 Interactional Resources for Online Collaborative Task Accomplishment. Computer Assisted Language Learning, 30(7), 601-630.  [Click to view]

Balaman, U. & Sert, O. (2017). The Coordination of Online L2 Interaction and Orientations to Task Interface for Epistemic Progression. Journal of Pragmatics, 115, 115-129. [Click to view]

Balaman, U., & Sert, O. (2017). Local contingencies in L2 tasks: A comparison of context-sensitive interactional achievements across two different task types. Bellaterra Journal of Teaching & Learning Language & Literature, 10(3), 9-17.  [Click to view]

Balaman, U. & Sert, O. (2017). The Coordination of Online L2 Interaction and Orientations to Task Interface for Epistemic Progression. Journal of Pragmatics. [Click to view]

Sert, O. (2017). Creating Opportunities for L2 Learning in a Prediction Activity. System. 70, 14-25.

Sert, O. & Li, L. (2017). A Qualitative Study on CALL Knowledge and Materials Design: Insights from Pre-service EFL Teachers. International Journal of Computer Assisted Language Learning and Teaching. 7(3). 73-87.

Daşkın, N. C. (2017). A conversation analytic investigation into L2 classroom interaction and informal formative assessment. ELT Research Journal, 6(1), 4-24. [Click to view]

2016

Sert, O. (2016). L2 Classroom Interactional Competence. In B. İnan-Karagül and D. Yüksel (eds.). The Theory and Practice of English Language Teaching. Kocaeli: Kocaeli Üniversitesi Vakfı Yayınları.

Sert, O. (2016). Sınıf İçi Etkileşim ve Yabancı Dil Öğretmeni Yetiştirme. (Ed.) Akcan, S. ve Bayyurt, Y. Türkiye’deki Yabancı Dil Eğitimi Üzerine Görüş ve Düşünceler (s.14-30). İstanbul: Boğaziçi Üniversitesi Yayınevi. DOI: 10.13140/RG.2.1.3171.4966 [click to view]

Balaman, U. (2016). A Conversation Analytic Study on the Development of Interactional Competence in English in an Online Task-Oriented Environment. Unpublished PhD Thesis. [Click to view]

2015

Ziegler, G., Durus, N., Sert, O. and Family, N. (2015). Analysing ELT in the European Arena: Multilingual Practices. In C.J. Jenks and P. Seedhouse (eds.). International Perspectives on ELT Classroom Interaction (pp.188-207). Hampshire: Palgrave MacMillan. [click to view]

– Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2) Special Issue Articles that our members contributed to.

Ergül, H. (2015). Evlenilecek Kadın ve Evlenilecek Erkek Kimdir Sorusuna Etkileşimsel Bir Yanıt: Üyelik Kümeleme Çözümlemesi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 115-134. [Click to view]

Büyükgüzel, S. & Gül, S. (2015)Tartışmada Örtüşme ve Örtüşmelerin Çözümü. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2). 95-113. [Click to view]

Sert, O., Bozbıyık, M, Elçin, M., & Turan, S. (2015). Standart Hasta-Tıp Öğrencisi Etkileşiminde Ön Bilgi İddiaları ve Etkileşimsel Sorunlar. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 73-94. [Click to view]

Sert, O. & Balaman, U. (2015). Çevrimiçi Görev-Temelli Etkileşimde Ortaklaşa Bilgi Yapılandırmasının Konuşma Çözümlemesiyle İncelenmesi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 45-72. [Click to view]

Sert, O., Balaman, U., Can Daşkın, N., Büyükgüzel, S., & Ergül, H. (2015). Konuşma Çözümlemesi Yöntemi. Mersin Üniversitesi Dil ve Edebiyat Dergisi, MEUDED, 12(2), 1-43. [Click to view]

Sert, O. (2015). Social Interaction and L2 Classroom Discourse. Edinburgh: Edinburgh University Press. [Click to view]

Büyükgüzel, S. (2015). Gerekçelendirme ve Dil Öğretimi. In E. Korkut & İ. Onursal Ayırır (Ed.), Dil Bilimleri ve Dil Öğretimi. Ankara: Seçkin Yayıncılık.

Sert, O. and Jacknick, C. (2015). Student Smiles and the Negotiation of Epistemics in L2 Classrooms. Journal of Pragmatics. 77(1), 97-112.  [Click to view]

Balaman, U. (2015). A conversation analytic investigation into the impact of task design on the emergence of information gaps. Proceedings of 17th International CALL Conference, Task Design and CALL, Tarragona, Spain, 6-8 July, 2015. Received Best PhD Presentation Award.

Balaman, U. (2015). Collaborative construction of online L2 task accomplishment through epistemic progression. The Proceedings of the 1st GlobELT Conference on Teaching and Learning English as an Additional Language. Procedia, 199(3), 604-612.

Can Daşkın, N. (2015). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 6(1), 33-56.