1887
Volume 15, Issue 4
  • ISSN 1878-9714
  • E-ISSN: 1878-9722
USD
Buy:$35.00 + Taxes

Abstract

Abstract

Extensive research has focused on analysing teacher-student discourse within whole-class dialogic interactions, and several descriptive tools have been proposed so far to cover possible variations. However, what still remains unanswered is what types of teacher questions are ‘better’ than others. To answer this question, I propose a pragmatic analysis of teacher-student interaction based on the criteria of authenticity and dialogicity. The analysis focuses on two types of dialogue moves, ‘information-seeking’ and ‘inquiry’ moves and their subtypes, as assessed on the basis of their degree of dialogicity, emerging from the dialogue sequence in which the moves are situated. The discussion focuses on how such a normative analysis of interaction can help teachers guide more productive dialogues with their students.

Loading

Article metrics loading...

/content/journals/10.1075/ps.20015.rap
2023-07-27
2024-09-09
Loading full text...

Full text loading...

References

  1. Alexander, Robin
    2008Towards Dialogic Teaching: Rethinking Classroom Talk. Cambridge: Dialogos.
    [Google Scholar]
  2. Aukerman, Maren
    2013 “Rereading Comprehension Pedagogies : Toward a Dialogic Teaching Ethic That Honors Student Sensemaking Rereading Comprehension Pedagogies : Toward a Dialogic Teaching Ethic That Honors Student Sensemaking.” Dialogic Pedagogy11: 1–31. 10.5195/dpj.2013.9
    https://doi.org/10.5195/dpj.2013.9 [Google Scholar]
  3. Austin, John L.
    1962How to Do Things with Words. Oxford: Oxford University press.
    [Google Scholar]
  4. Barnes, Douglas
    1976From Communication to Curriculum. Harmondsworth, UK: Penguin.
    [Google Scholar]
  5. Bellack, Arno A., Herbert M. Kliebard, Ronald T. Hyman, and Frank L. Smith
    1966The Language of the Classroom. New York: Teachers College Press.
    [Google Scholar]
  6. Boyd, Maureen P.
    2016 “Connecting ‘ Man In The Mirror ’: Developing A Classroom Dialogic Teaching And Learning Trajectory.” L1-Educational Studies in Language and Literature161: 1–26. 10.17239/L1ESLL‑2016.16.02.03
    https://doi.org/10.17239/L1ESLL-2016.16.02.03 [Google Scholar]
  7. Boyd, Maureen Patricia, and William C. Markarian
    2011 “Dialogic Teaching: Talk in Service of a Dialogic Stance.” Language and Education25 (6): 515–34. 10.1080/09500782.2011.597861
    https://doi.org/10.1080/09500782.2011.597861 [Google Scholar]
  8. Breen, Michael
    1998 “Navigating the Discourse: On What Is Learned in the Language Classroom.” InLearners and Language Learning, edited byWilly Renandya and George Jacobs, 115–43. Singapore: SEAMEO Regional Language Centre.
    [Google Scholar]
  9. Carlsen, Williams
    1991 “Questioning In Classrooms: A Sociolinguistic Perspective.” Review of Educational Research611: 157–78. 10.3102/00346543061002157
    https://doi.org/10.3102/00346543061002157 [Google Scholar]
  10. Carlson, Lauri
    1983Dialogue Games: An Approach to Discourse Analysis. Vol.171. Dordrecht: Reidel.
    [Google Scholar]
  11. Cazden, Courtney B.
    2001Classroom Discourse: The Language Of Teaching And Learning. 2nd ed.Portsmouth, N.H.: Heinemann.
    [Google Scholar]
  12. Chin, Christine
    2006 “Classroom Interaction In Science: Teacher Questioning And Feedback To Students’ Responses.” International Journal of Science Education281: 1315–46. 10.1080/09500690600621100
    https://doi.org/10.1080/09500690600621100 [Google Scholar]
  13. Chin, Christine, and Jonathan Osborne
    2010 “Students’ Questions and Discursive Interaction: Their Impact on Argumentation during Collaborative Group Discussions in Science.” Journal of Research in Science Teaching47 (7): 883–908. 10.1002/tea.20385
    https://doi.org/10.1002/tea.20385 [Google Scholar]
  14. Chisholm, James S., and Amanda J. Godley
    2011 “Learning About Language Through Inquiry-Based Discussion: Three Bidialectal High School Students’ Talk About Dialect Variation, Identity, and Power.” Journal of Literacy Research43 (4): 430–68. 10.1177/1086296X11424200
    https://doi.org/10.1177/1086296X11424200 [Google Scholar]
  15. Christodoulou, Andri, and Jonathan Osborne
    2014 “The Science Classroom as a Site of Epistemic Talk: A Case Study of a Teacher’s Attempts to Teach Science Based on Argument.” Journal of Research in Science Teaching51 (10): 1275–1300. 10.1002/tea.21166
    https://doi.org/10.1002/tea.21166 [Google Scholar]
  16. Clark, Herbert H., and Edward F. Schaefer
    1989 “Contributing to Discourse.” Cognitive Science131: 259–94. 10.1207/s15516709cog1302_7
    https://doi.org/10.1207/s15516709cog1302_7 [Google Scholar]
  17. Crowell, Amanda, and Deanna Kuhn
    2014 “Developing Dialogic Argumentation Skills : A 3-Year Intervention Study.” Journal of Cognition and Development15 (2): 363–81. 10.1080/15248372.2012.725187
    https://doi.org/10.1080/15248372.2012.725187 [Google Scholar]
  18. Ewald, Helen R., and David L. Wallace
    1994 “Exploring Agency In Classroom Discourse, Or, Should David Have Told His Story.” College Composition and Communications45 (3): 342–68. 10.2307/358815
    https://doi.org/10.2307/358815 [Google Scholar]
  19. Felton, Mark, and Deanna Kuhn
    2001 “The Development of Argumentive Discourse Skill.” Discourse Processes32 (2): 135–53. 10.1207/S15326950DP3202&3_03
    https://doi.org/10.1207/S15326950DP3202&3_03 [Google Scholar]
  20. Filipi, Anna, and Anne-Marie Barraja-Rohan
    2015 “An Interaction-Focused Pedagogy Based On Conversation Analysis For Developing L2 Pragmatic Competence.” InTeaching, Learning And Investigating Pragmatics: Principles, Methods And Practices, edited bySara Gesuato, Francesca Bianchi, and Winnie Cheng, 231–52. Newcastle, UK: Cambridge Scholars Publishing.
    [Google Scholar]
  21. Freed, Alice F., and Susan Ehrlich
    2010“Why Do You Ask?” The Function Of Questions In Institutional Discourse. Oxford: Oxford University Press.
    [Google Scholar]
  22. Garton, Sue
    2012 “Speaking Out Of Turn? Taking The Initiative In Teacher-Fronted Classroom Interaction.” Classroom Discourse3 (1): 29–45. 10.1080/19463014.2012.666022
    https://doi.org/10.1080/19463014.2012.666022 [Google Scholar]
  23. Gregory, Maughn
    2007 “A Framework For Facilitating Classroom Dialogue.” Teaching Philosophy30 (1): 59–84. 10.5840/teachphil200730141
    https://doi.org/10.5840/teachphil200730141 [Google Scholar]
  24. Harjunen, Elina
    2009 “How Do Teachers View Their Own Pedagogical Authority?” Teachers and Teaching: Theory and Practice15 (1): 109–29. 10.1080/13540600802661345
    https://doi.org/10.1080/13540600802661345 [Google Scholar]
  25. Haugh, Michael
    2008 “Intention in Pragmatics.” Intercultural Pragmatics5 (2): 99–110. 10.1515/IP.2008.006
    https://doi.org/10.1515/IP.2008.006 [Google Scholar]
  26. Haugh, Michael, and Katarzyna Jaszczolt
    2012 “Speaker Intentions And Intentionality.” InThe Cambridge Handbook Of Pragmatics, edited byKeith Allan and Katarzyna Jaszczolt, 87–112. New York: Cambridge University Press. 10.1017/CBO9781139022453.006
    https://doi.org/10.1017/CBO9781139022453.006 [Google Scholar]
  27. Hennessy, Sara, Sylvia Rojas-Drummond, Rupert Higham, Ana María Márquez, Fiona Maine, Rosa María Ríos, Rocío García-Carrión, Omar Torreblanca, and María José Barrera
    2016 “Developing a Coding Scheme for Analysing Classroom Dialogue across Educational Contexts.” Learning, Culture and Social Interaction91: 16–44. 10.1016/j.lcsi.2015.12.001
    https://doi.org/10.1016/j.lcsi.2015.12.001 [Google Scholar]
  28. Heritage, John, and Geoffrey Raymond
    2012 “Navigating Epistemic Landscapes: Acquiescence, Agency and Resistance in Responses to Polar Questions.” InQuestions: Formal, Functional And Interactional Perspectives, edited byJan P. De Ruiter, 179–90. Cambridge, Mass.: Cambridge University Press. 10.1017/CBO9781139045414.013
    https://doi.org/10.1017/CBO9781139045414.013 [Google Scholar]
  29. Howe, Christine, Sara Hennessy, Neil Mercer, Maria Vrikki, and Lisa Wheatley
    2019 “Teacher–Student Dialogue During Classroom Teaching: Does It Really Impact on Student Outcomes.” Journal of the Learning Sciences4–51: 465–512. 10.1080/10508406.2019.1573730
    https://doi.org/10.1080/10508406.2019.1573730 [Google Scholar]
  30. Howe, Christine, and Neil Mercer
    2007 “Children’s Social Development, Peer Interaction and Classroom Learning (Primary Review Research Survey 2/1b).” Cambridge, UK.
    [Google Scholar]
  31. Howe, C., & Abedin, M.
    (2013) Classroom dialogue: A systematic review across four decades of research. Cambridge journal of education, 43(3), 325–356. 10.1080/0305764X.2013.786024
    https://doi.org/10.1080/0305764X.2013.786024 [Google Scholar]
  32. Kuhn, Deanna, and Wadiya Udell
    2003 “The Development Of Argument Skills.” Child Development74 (5): 1245–60. 10.1111/1467‑8624.00605
    https://doi.org/10.1111/1467-8624.00605 [Google Scholar]
  33. Lefstein, Adam, Julia Snell, and Mirit Israeli
    2015 “From Moves to Sequences : Expanding the Unit of Analysis in the Study of Classroom Discourse.” British Educational Research Journal41 (5): 866–85. 10.1002/berj.3164
    https://doi.org/10.1002/berj.3164 [Google Scholar]
  34. Levinson, Stephen C.
    1983Pragmatics. Cambridge: Cambridge University Press. 10.1017/CBO9780511813313
    https://doi.org/10.1017/CBO9780511813313 [Google Scholar]
  35. 1992 “Activity Types and Language.” InTalk at Work. Interaction in Institutional Settings, edited byPaul Drew and John Heritage, 66–100. Cambridge: Cambridge University Press.
    [Google Scholar]
  36. 2000Presumptive Meanings: The Theory of Generalized Conversational Implicature. Cambridge, Mass.: MIT Press. 10.7551/mitpress/5526.001.0001
    https://doi.org/10.7551/mitpress/5526.001.0001 [Google Scholar]
  37. 2006 “Cognition at the Heart of Human Interaction.” Discourse Studies8 (1): 85–93. 10.1177/1461445606059557
    https://doi.org/10.1177/1461445606059557 [Google Scholar]
  38. Macagno, Fabrizio
    2008 “Dialectical Relevance And Dialogical Context In Walton’s Pragmatic Theory.” Informal Logic28 (2): 102–128. 10.22329/il.v28i2.542
    https://doi.org/10.22329/il.v28i2.542 [Google Scholar]
  39. Macagno, Fabrizio, and Sarah Bigi
    2017 “Analyzing the Pragmatic Structure of Dialogues.” Discourse Studies19 (2): 148–68. 10.1177/1461445617691702
    https://doi.org/10.1177/1461445617691702 [Google Scholar]
  40. Mann, William C.
    1988 “Dialogue Games: Conventions of Human Interaction.” Argumentation2 (4): 511–32. 10.1007/BF00128990
    https://doi.org/10.1007/BF00128990 [Google Scholar]
  41. Matusov, Eugene
    2009Journey into Dialogic Pedagogy. New York: Nova Science Publishers.
    [Google Scholar]
  42. Matusov, Eugene, Ana Marjanovic-Shane, and Michael Gradovski
    2019Dialogic Pedagogy and Polyphonic Research Art: Bakhtin By And For Educators. New York: Palgrave McMillan. 10.1057/978‑1‑137‑58057‑3
    https://doi.org/10.1057/978-1-137-58057-3 [Google Scholar]
  43. Mehan, Hugh
    1979 “‘What Time Is It, Denise?”: Asking Known Information Questions in Classroom Discourse.” Theory into Practice18 (4): 285–94. 10.1080/00405847909542846
    https://doi.org/10.1080/00405847909542846 [Google Scholar]
  44. Mercer, Neil
    2002 “The Art of Interthinking.” Teaching Thinking71: 8–11.
    [Google Scholar]
  45. 2005 “Sociocultural Discourse Analysis: Analysing Classroom Talk as a Social Mode of Thinking.” Journal of Applied Linguistics1 (2): 137–68. 10.1558/japl.2004.1.2.137
    https://doi.org/10.1558/japl.2004.1.2.137 [Google Scholar]
  46. Mercer, Neil, and Karen Littleton
    2007Dialogue and the Development of Children’s Thinking: A Sociocultural Approach. Abingdon, UK: Routledge. 10.4324/9780203946657
    https://doi.org/10.4324/9780203946657 [Google Scholar]
  47. Mercer, Neil, Rupert Wegerif, and Lyn Dawes
    1999 “Children’ s Talk and the Development of Reasoning in the Classroom.” British Educational Research Journal25 (1): 95–111. 10.1080/0141192990250107
    https://doi.org/10.1080/0141192990250107 [Google Scholar]
  48. Mey, Jacob L.
    2007 “Developing Pragmatics Interculturally.” InExplorations in Pragmatics, edited byIstvan Kecskes and Laurence R. Horn, 165–90. Berlin: Mouton de Gruyter. 10.1515/9783110198843.3.165
    https://doi.org/10.1515/9783110198843.3.165 [Google Scholar]
  49. Muhonen, Heli, Eija Pakarinen, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, and Helena Rasku-Puttonen
    2018 “Quality of Educational Dialogue and Association with Students’ Academic Performance.” Learning and Instruction551: 67–79. 10.1016/j.learninstruc.2017.09.007
    https://doi.org/10.1016/j.learninstruc.2017.09.007 [Google Scholar]
  50. Nassaji, Hossein, and Gordon Wells
    1995 “What’s the Use of ‘Triadic Dialogue’?: An Investigation of Teacher-Student Interaction.” Applied Linguistics21 (3): 376–406. 10.1093/applin/21.3.376
    https://doi.org/10.1093/applin/21.3.376 [Google Scholar]
  51. Netz, Hadar, and Adam Lefstein
    2016 “A Cross-Cultural Analysis of Disagreements in Classroom Discourse: Comparative Case Studies from England, the United States, and Israel.” Intercultural Pragmatics13 (2): 211–55. 10.1515/ip‑2016‑0009
    https://doi.org/10.1515/ip-2016-0009 [Google Scholar]
  52. Nikulin, Dmitri
    2010Dialectic and Dialogue. Stanford, CA: Stanford University Press.
    [Google Scholar]
  53. Nystrand, Martin, Lawrence L. Wu, Adam Gamoran, Susie Zeiser, and Daniel A. Long
    2003 “Questions in Time: Investigating the Structure and Dynamics of Unfolding Classroom Discourse.” Discourse Processes35 (2): 135–98. 10.1207/S15326950DP3502_3
    https://doi.org/10.1207/S15326950DP3502_3 [Google Scholar]
  54. Nystrand, Martin
    2006 “Research on the Role of Classroom Discourse as It Affects Reading Comprehension.” Research in the Teaching of English401: 392–412.
    [Google Scholar]
  55. O’Connor, M. Catherine, and Sarah Michaels
    1996 “Shifting Participant Frameworks: Orchestrating Thinking Practices in Group Discussion.” InDiscourse, Learning, and Schooling, edited byDeborah Hicks, 63–103. New York: Cambridge University Press. 10.1017/CBO9780511720390.003
    https://doi.org/10.1017/CBO9780511720390.003 [Google Scholar]
  56. Rapanta, Chrysi
    2019Argumentation Strategies in the Classroom. Wilmington, DE: Vernon Press.
    [Google Scholar]
  57. Rapanta, Chrysi, and Andri Christodoulou
    2022 “Walton’s Types of Argumentation Dialogues as Classroom Discourse Sequences.” Learning, Culture and Social Interaction361. 10.1016/j.lcsi.2019.100352
    https://doi.org/10.1016/j.lcsi.2019.100352 [Google Scholar]
  58. Rapanta, Chrysi, and Fabrizio Macagno
    2023 “Authentic Questions as Prompts for Productive and Constructive Sequences: A Pragmatic Approach to Classroom Dialogue and Argumentation.” Dialogic Pedagogy: An International Online Journal11 (3): A65–A87. 10.5195/dpj.2023.546
    https://doi.org/10.5195/dpj.2023.546 [Google Scholar]
  59. Reznitskaya, Alina
    2012 “Dialogic Teaching: Rethinking Language Use During Literature Discussions.” The Reading Teacher65 (7): 446–56. 10.1002/TRTR.01066
    https://doi.org/10.1002/TRTR.01066 [Google Scholar]
  60. Reznitskaya, Alina, Monica Glina, Brian Carolan, Olivier Michaud, Jon Rogers, and Lavina Sequeira
    2012 “Examining Transfer Effects from Dialogic Discussions to New Tasks and Contexts.” Contemporary Educational Psychology37 (4): 288–306. 10.1016/j.cedpsych.2012.02.003
    https://doi.org/10.1016/j.cedpsych.2012.02.003 [Google Scholar]
  61. Richards, Jack C., and Charles Lockhart
    1994Reflective Teaching in Second Language Classrooms. Cambridge, Mass.: Cambridge University Press. 10.1017/CBO9780511667169
    https://doi.org/10.1017/CBO9780511667169 [Google Scholar]
  62. Rowe, Mary Budd
    1986 “Wait Time: Slowing down May Be a Way of Speeding Up!” Journal of Teacher Education37 (1): 43–50. 10.1177/002248718603700110
    https://doi.org/10.1177/002248718603700110 [Google Scholar]
  63. Russell, Thomas L.
    1983 “Analyzing Arguments in Science Classroom Discourse: Can Teachers’ Questions Distort Scientific Authority?” Journal of Research in Science Teaching20 (1): 27–45. 10.1002/tea.3660200104
    https://doi.org/10.1002/tea.3660200104 [Google Scholar]
  64. Sarangi, Srikant
    1998 “‘I Actually Turn My Back on [Some] Students’: The Metacommunicative Role of Talk in Classroom Discourse.” Language Awareness7 (2–3): 90–108. 10.1080/09658419808667103
    https://doi.org/10.1080/09658419808667103 [Google Scholar]
  65. Sbisà, Marina
    2002 “Speech Acts in Context.” Language and Communication22 (4): 421–36. 10.1016/S0271‑5309(02)00018‑6
    https://doi.org/10.1016/S0271-5309(02)00018-6 [Google Scholar]
  66. Schegloff, Emanuel A.
    2007Sequence Organization in Interaction. A Primer in Conversational Analysis (Vol. 1). Cambridge, Mass.: Cambridge University Press. 10.1017/CBO9780511791208
    https://doi.org/10.1017/CBO9780511791208 [Google Scholar]
  67. Schmit, John S.
    2002 “Different Questions, Bigger Answers: Matching the Scope of Inquiry to Students’ Needs.” InInquiry and the Literary Text: Constructing Discussions in the English Classroom, edited byJames Holden and John S. Schmit, 72–78. Urbana, IL: National Council of Teachers of English.
    [Google Scholar]
  68. Scott, Philip H., Eduardo F. Mortimer, and Orlando G. Aguiar
    2006 “The Tension between Authoritative and Dialogic Discourse: A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons.” Science Education90 (4): 605–31. 10.1002/sce.20131
    https://doi.org/10.1002/sce.20131 [Google Scholar]
  69. Searle, John R.
    1985Expression and Meaning: Studies in the Theory of Speech Acts. Cambridge: Cambridge University Press.
    [Google Scholar]
  70. 1969Speech Acts: An Essay in the Philosophy of Language. Cambridge: Cambridge University Press. 10.1017/CBO9781139173438
    https://doi.org/10.1017/CBO9781139173438 [Google Scholar]
  71. Sedova, Klara, Martin Sedlacek, and Roman Svaricek
    2016 “Teacher Professional Development as a Means of Transforming Student Classroom Talk.” Teaching and Teacher Education571: 14–25. 10.1016/j.tate.2016.03.005
    https://doi.org/10.1016/j.tate.2016.03.005 [Google Scholar]
  72. Seedhouse, Paul
    2004The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell Publishing Ltd.
    [Google Scholar]
  73. Sidnell, Jack
    2012 “‘Who Knows Best?’: Evidentiality and Epistemic Asymmetry in Conversation.” Pragmatics and Society3 (2): 294–320. 10.1075/ps.3.2.08sid
    https://doi.org/10.1075/ps.3.2.08sid [Google Scholar]
  74. Sidorkin, Alexander
    1999Beyond Discourse: Education, the Self, and Dialogue. Albany, NY: State University of New York Press.
    [Google Scholar]
  75. Sinclair, John H., and Malcolm Coulthard
    1975Towards an Analysis of Discourse: The English Used by Pupils and Teachers. Oxford: Oxford University Press.
    [Google Scholar]
  76. Skidmore, David
    2006 “Pedagogy and Dialogue.” Cambridge Journal of Education36 (4): 503–14. 10.1080/03057640601048407
    https://doi.org/10.1080/03057640601048407 [Google Scholar]
  77. Skidmore, David, and Kyoko Murakami
    2016Dialogic Pedagogy: The Importance of Dialogue in Teaching and Learning. Bristol: Multilingual Matters. 10.21832/9781783096220
    https://doi.org/10.21832/9781783096220 [Google Scholar]
  78. Tytler, Russell, and George Aranda
    2015 “Expert Teachers ’ Discursive Moves in Science Classroom Interactive Talk.” International Journal of Science and Mathematics Education13 (2): 425–46. 10.1007/s10763‑015‑9617‑6
    https://doi.org/10.1007/s10763-015-9617-6 [Google Scholar]
  79. Vrikki, Maria, Lisa Wheatley, Christine Howe, Sara Hennessy, and Neil Mercer
    2019 “Dialogic Practices in Primary School Classrooms.” Language and Education33 (1): 85–100. 10.1080/09500782.2018.1509988
    https://doi.org/10.1080/09500782.2018.1509988 [Google Scholar]
  80. Walsh, Steve
    2011Exploring Classroom Discourse: Language in Action. London: Routledge. 10.4324/9780203827826
    https://doi.org/10.4324/9780203827826 [Google Scholar]
  81. Walton, Douglas
    2008Informal Logic: A Pragmatic Approach. Cambridge University Press. www.cambridge.org/9780521713801
    [Google Scholar]
  82. 2009 “Argumentation Theory: A Very Short Introduction.” InArgumentation in Artificial Intelligence, edited byIyad Rahwan and Guillermo R. Simari, 1–22. Boston: Springer. 10.1007/978‑0‑387‑98197‑0_1
    https://doi.org/10.1007/978-0-387-98197-0_1 [Google Scholar]
  83. Walton, Douglas, and Erik Krabbe
    1995Commitment in Dialogue. Albany: State University of New York Press.
    [Google Scholar]
  84. Wells, Gordon and Rebeca M. Arauz
    2006 “Dialogue in the Classroom.” The Journal of the Learning Sciences15 (3): 379–428. 10.1207/s15327809jls1503_3
    https://doi.org/10.1207/s15327809jls1503_3 [Google Scholar]
  85. Wells, Gordon
    2000 “Dialogic Inquiry in Education: Building on the Legacy of Vygotsky.” InVygotskian Perspectives on Literacy Research, edited byRoy Pea, Carol D. Lee and Peter Smagorinsky, 51–85. New York: Cambridge University Press.
    [Google Scholar]
  86. Zee, Emily H. van, Marletta Iwasyk, Akiko Kurose, Dorothy Simpson, and Judy Wild
    2001 “Student and Teacher Questioning during Conversations about Science.” Journal of Research in Science Teaching38 (2): 159–90. 10.1002/1098‑2736(200102)38:2<159::AID‑TEA1002>3.0.CO;2‑J
    https://doi.org/10.1002/1098-2736(200102)38:2<159::AID-TEA1002>3.0.CO;2-J [Google Scholar]
/content/journals/10.1075/ps.20015.rap
Loading
/content/journals/10.1075/ps.20015.rap
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error