Whitehead, K. A. (2009). Categorizing the categorizer: The management of racial common in interaction. 325–342. Social Psychology Quarterly, 72(4), Whitehead, K. A., & Lerner, G. (2009). When are persons On some practical “white”? asymmetries of racial reference in talk-in-interaction. Discourse & Society, 20(5), Wigglesworth, G. (1993). Exploring bias analysis as a tool for improving rater consistency in assessing oral interaction. 305–319. Language Testing, 10, Wilkinson, S., & Kitzinger, C. (2006). Surprise as an interactional achievement: Reaction tokens in conversation. 150–182. Social Psychology Quarterly, 69(2), Williams, S. (2013). Mobile devices and learner interaction inside and outside the classroom. In T. Pattison (Ed), (pp. 172-174). IATEFL 2013: Liverpool conference selections Faversham, Kent, UK: IATEFL. Wootton, A.J. (1997). New York, NY: Oxford Interaction and the development of mind. University Press. Yeldham, M. (2016). Second language listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach. TESOL Quarterly, 394-420. 50(2), Yinger, R. J. (1986). Examining thought in action: A theoretical and methodological critique of research on interactive teaching. 263–282. Teaching and Teacher Education, 2(3), Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In E. Hinkel (Ed.), (Vol. 2, Handbook of research in second language teaching and learning pp. 426-443), New York, NY: Routledge. Zimmerman, D. H. (1999). Horizontal and vertical comparative research in language and social interaction. 195–203. Research on Language and Social Interaction, 32(1-2),
Whitehead, K. A. (2009). Categorizing the categorizer: The management of racial common in interaction. Social Psychology Quarterly, 72(4), 325–342. Whitehead, K. A., & Lerner, G. (2009). When are persons “white”? On some practical asymmetries of racial reference in talk-in-interaction. Discourse & Society, 20(5), Wigglesworth, G. (1993). Exploring bias analysis as a tool for improving rater consistency in assessing oral interaction. Language Testing, 10, 305–319. Wilkinson, S., & Kitzinger, C. (2006). Surprise as an interactional achievement: Reaction tokens in conversation. Social Psychology Quarterly, 69(2), 150–182. Williams, S. (2013). Mobile devices and learner interaction inside and outside the classroom. In T. Pattison (Ed), IATEFL 2013: Liverpool conference selections (pp. 172-174). Faversham, Kent, UK: IATEFL. Wootton, A.J. (1997). Interaction and the development of mind. New York, NY: Oxford University Press. Yeldham, M. (2016). Second language listening instruction: Comparing a strategies-based approach with an interactive, strategies/bottom-up skills approach. TESOL Quarterly, 50(2), 394-420. Yinger, R. J. (1986). Examining thought in action: A theoretical and methodological critique of research on interactive teaching. Teaching and Teacher Education, 2(3), 263–282. Young, R. F. (2011). Interactional competence in language learning, teaching, and testing. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2, pp. 426-443), New York, NY: Routledge. Zimmerman, D. H. (1999). Horizontal and vertical comparative research in language and social interaction. Research on Language and Social Interaction, 32(1-2), 195–203.
Interaction_SelectedReferences_17April2017.docx