E-kniha (PDF)

E-kniha (Flipbook)

Obsah

Alexander, R. (2008). Towards dialogic teaching: rethinking classroom talk (4. vyd.). Thirsk: Dialogos. Antaki, C. (2011). Six kinds of applied conversation analysis. In C. Antaki (Ed.), Applied conversation analysis: Intervention and change in institutional talk (s. 1–14). Basingstoke: Palgrave Macmillan.

Argaman, E. (2015). Signaling equality: On humor and other semiotic resources that serve disagreement and display horizontal hierarchy. Semiotica, 2015(205), 169–190. https://doi.org/10.1515/sem-2015-0002

Arnett, K. (2013). Using the first language and code switching in second language classrooms. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (s. 1–7). Blackwell.

Arnseth, H. C., Erstad, O., Juhaňák, L., & Zounek, J. (2016). Pedagogika a nové výzvy výzkumu ICT: role digitálních technologií v každodenním životě a učení mládeže. Studia paedagogica, 21(1), 87– 110. https://doi.org/10.5817/SP2016-1-5

Aryadoust, V. (2016). Gender and academic major bias in peer assessment of oral presentations. Language Assessment Quarterly, 13(1), 1–24. https://doi.org/10.1080/15434303.2015.1133626

Ashmore, M., & Reed, D. (2001). Nevinnost a nostalgie v konverzační analýze: Dynamické vztahy mezi nahrávkou a jejím přepisem. Biograf, 25, 3–23.

Auer, P. (1992). Introduction: John Gumperz’s approach to contextualization. In P. Auer & A. Di Luzio (Ed.), The contextualization of language (s. 1–37). Amsterdam: John Benjamins Publishing.

Auer, P. (1995). The pragmatics of code-switching: A sequential approach. In L. Milroy & P. Muysken (Ed.), One speaker, two languages: Cross-disciplinary perspectives on code-switching (s. 115–135). Cambridge: Cambridge University Press.

Auer, P. (1998). Introduction. Bilingual conversation revisited. In P. Auer (Ed.), Code-switching in conversation (s. 1–24). London: Routledge.

Auer, P. (2014). Jazyková interakce. (J. Nekvapil, P. Kaderka, M. Nekula, V. Dovalil, I. Vasiljev, & M. Sloboda, Přel.). Praha: Nakladatelství Lidové noviny.

Auer, P., & Eastman, C. M. (2010). Code-switching. In J. Jaspers, J.-O. Östman, & J. Verschueren (Ed.), Society and language use (s. 84–112). Amsterdam: John Benjamins Publishing.

Austin, J. L. (1975). How to do things with words (2. vyd.). Harvard University Press.

Ayaß, R. (2015). Doing data: The status of transcripts in Conversation Analysis. Discourse Studies, 17(5), 505–528. https://doi.org/10.1177/1461445615590717

Barraja-Rohan, A.-M. (2011). Using conversation analysis in the second language classroom to teach interactional competence. Language Teaching Research, 15(4), 479–507. https://doi.org/10.1177/1362168811412878

Bausch, K.-R., Burwitz-Melzer, E., Krumm, H.-J., Mehlhorn, G., & Riemer, C. (2016). Das Lehren und Lernen von Sprachen: Grundlagen. In E. Burwitz-Melzer, G. Mehlhorn, C. Riemer, K.-R. Bausch, & H.-J. Krumm (Ed.), Handbuch Fremdsprachenunterricht (6. vyd., s. 1–7). Tübingen: A. Francke.

Benwell, B., & Stokoe, E. H. (2002). Constructing discussion tasks in university tutorials: shifting dynamics and identities. Discourse Studies, 4(4), 429–453. https://doi.org/10.1177/14614456020040040201

Bigelow, M., & Ennser-Kananen, J. (Ed.). (2015). The Routledge handbook of educational linguistics. New York: Routledge.

Box, C. D., Creider, S. C., & Waring, H. Z. (2013). Talk in the second and foreign language classroom: A review of the literature. Contemporary Foreign Language Studies, 396(12), 82–92.

Bromme, R., & Tillema, H. (1995). Fusing experience and theory: The structure of professional knowledge. Learning and Instruction, 5(4), 261–267. https://doi.org/10.1016/0959-4752(95)00018-6

Budde, M., Riegler, S., & Wiprächtiger-Geppert. (2012). Sprachdidaktik (2. vyd.). Berlin: Akademie.

Bullock, B. E., & Toribio, A. J. (2009). Themes in the study of code-switching. In B. E. Bullock & A. J. Toribio (Ed.), The Cambridge handbook of linguistic code-switching (s. 1–18). Cambridge: Cambridge University Press.

Bunch, G. C. (2009). “Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event. Linguistics and Education, 20(2), 81–108. https://doi.org/10.1016/j.linged.2009.04.001

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/1.1.1

Carlsen, W. S. (1991). Questioning in Classrooms: A Sociolinguistic Perspective. Review of Educational Research, 61(2), 157–178. https://doi.org/10.3102/00346543061002157

Cazden, C. B. (1988). Classroom Discourse: The Language of Teaching and Learning (2. vyd.). Heinemann.Clayman, S. E. (2013). Turn-constructional units and the transition-relevance place. In J. Sidnell & T.Stivers (Ed.), The handbook of conversation analysis (s. 150–166). Chichester: Wiley-Blackwell.

Clift, R. (2016). Conversation analysis. Cambridge: Cambridge University Press.

Cook, V. (2001). Using the first language in the classroom. Canadian Modern Language Review/ LaRevue canadienne des langues vivantes, 57(3), 402–423.

Cook, V. (2010). Prolegomena to second language learning. In P. Seedhouse, S. Walsh, & C. Jenks (Ed.), Conceptualising „learning" in applied linguistics (s. 6–22). London: Palgrave Macmillan.

Copland, F., & Neokleous, G. (2011). L1 to teach L2: complexities and contradictions. ELT Journal, 65 (3), 270–280. https://doi.org/10.1093/elt/ccq047

Čejková, I. (2017). Vysokoškolský učitel bez učitelského vzdělání: Problém, nebo výzva? Pedagogická orientace, 27(1), 160–180.

Černá, K. (2015). Kdo je dominantní mluvčí? : Analýza neformálních interakcí. Biograf, 62.

Čmejrková, S., & Hoffmannová, J. (Ed.). (2011). Mluvená čeština: Hledání funkčního rozpětí. Praha: Academia.

Doležal, P., & Čevelíček, M. (2017). Předpoklady a metody dialogického výzkumu v psychoterapii. Československá psychologie, 59(1), 16–28.

Drew, P. (2005). Conversation analysis. In K. L. Fitch & Sanders (Ed.), Handbook of language and social interaction (s. 71–102). London: Lawrence Erlbaum Associates.

Drew, P., & Sorjonen, M.-L. (2011). Dialogue in institutional interactions. In T. A. van Dijk (Ed.),Discourse studies (2. vyd., s. 191–216). London: Sage Publications.

Dvořáčková, J., Pabian, P., Smith, S., Stöckelová, T., Šima, K., & Virtová, T. (2014). Politika a každodennost na českých vysokých školách. Etnografické pohledy na vzdělávání a výzkum. Praha: SLON.

Edge, J. (1990). Mistakes and correction. Longman. Ehrlich, S., & Freed, A. F. (2009). The function of questions in institutional discourse. Anintroduction. In A. F. Freed & A. Ehrlich (Ed.), Why do you ask? The function of questions ininstitutional discourse (s. 3–19). Oxford: Oxford University Press.

Ellis, R. (2008). The study of second language acquisition (2. vyd.). Oxford: Oxford University Press. Ellis, R. (2009). Corrective feedback and teacher development. L2 Journal, 1(1).

Ellis, R. (2010). Theoretical pluralism in SLA: Is there a way forward? In P. Seedhouse, S. Walsh, & C. Jenks (Ed.), Conceptualising „learning" in applied linguistics (s. 23–51). London: Palgrave Macmillan.

Engeström, Y. (1987). Learning by expanding. An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.

Fenwick, T., & Landri, P. (2012). Materialities, textures and pedagogies: socio-material assemblages in education. Pedagogy, Culture & Society, 20(1), 1–7. https://doi.org/10.1080/14681366.2012.649421

Fiehler, R., & Schmitt, R. (2011). Gesprächstraining. In K. Knapp, G. Antos, M. Becker-Mrotzek, A. Deppermann, S. Göpferich, J. Grabowski, C. Viliger (Ed.), Angewandte Linguistik (3. vyd., s. 355– 375). Tübingen: A. Francke.

Filipi, A., & Barraja-Rohan, A.-M. (2015). An interaction-focused pedagogy based on conversation analysis for developing L2 pragmatic competence. In S. Gesuato, F. Bianchi, & W. Cheng (Ed.), Teaching, Learning and Investigating Pragmatics: Principles, Methods and Practices (s. 231–250). Newcastle upon Tyne: Cambridge Scholars Publishing.

Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285–300. https://doi.org/10.1111/j.1540-4781.1997.tb05480.x

Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91, 800–819. https://doi.org/10.1111/j.1540-4781.2007.00670.x

Fox, B. A. (2013). Conversation Analysis and Self Repair. In The encyclopedia of applied linguistics (s. 1–7). Blackwell.

Freeman, D. (1994). Educational linguistics and the knowlege base of language teaching. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics (s. 180–198). Washington: Georgetown University Press.

Galla, K. (1961). Cvičení a semináře na vysokých školách. Praha: Státní pedagogické nakladatelství.

García, O., & Li Wei. (2014). Translanguaging: Language, Bilingualism and Education. London: Palgrave Macmillan.

Gardner, R. (2013). Conversation analysis in the classroom. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 593–611). Chichester: Wiley-Blackwell.

Garfinkel, H. (1967). Studies in ethnomethodology. New Jersey: Prentice Hall.

Giles, D., Stommel, W., Paulus, T., Lester, J., & Reed, D. (2015). Microanalysis of online data: The methodological development of “digital CA”. Discourse, Context & Media, 7, 45–51.

Goffman, E. (1967). Interaction ritual: Essays in face to face behavior. Chicago: Aldine.

Goffman, E. (1983). The interaction order. American Sociological Review, 48(1), 1–17. https://doi.org/10.2307/2095141

Gourlay, L. (2015). ‘Student engagement’ and the tyranny of participation. Teaching in Higher Education, 20(4), 402–411. https://doi.org/10.1080/13562517.2015.1020784

Gower, R., Phillips, D., & Walters, S. (1995). Teaching practice handbook. Heinemann.

Gráf, T. (2014). K tabuizaci mateřštiny ve výuce anglického jazyka: Reflexe přednášky Penny Urové v Praze v listopadu 2013. Studie z aplikované lingvistiky / Studies in applied linguistics, 5(1), 151–155.

Green, J., & Dixon, C. (2008). Classroom interaction, situated learning. In M. Martin-Jones, A.-M. de Mejía, & N. H. Hornberger (Ed.), Encyclopedia of language and education (2. vyd., s. 3–14). New York: Springer.

Gülich, E., & Mondada, L. (2008). Konversationsanalyse: Eine Einführung am Beispiel des Französischen. Tübingen: Max Niemeyer.

Gumperz, J. J. (1982). Discourse strategies. Cambridge: Cambridge University Press.

Gumperz, J. J. (1992a). Contextualization and understanding. In A. Duranti & C. Goodwin (Ed.), Rethinking context. Language as an interactive phenomenon. (s. 229–252). Cambridge: Cambridge University Press.

Gumperz, J. J. (1992b). Contextualization revisited. In P. Auer & A. Di Luzio (Ed.), The contextualization of language (s. 39–53). Amsterdam: John Benjamins Publishing.

Hájek, M. (2014). Čtenářa stroj: vybrané metody sociálněvědní analýzy textů. Praha: SLON.

Halliday, M. A. K. (2001). New ways of meaning: The challenges to applied linguistics. In A. Fill & P. Mühlhäusler (Ed.), The ecolinguistics reader: Language ecology and environment (s. 175–202). New York: Continuum.

Halliday, M. A. K. (2007). On the concept of „educational linguistics". In J. J. Webster (Ed.), The collected works of M. A. K. Halliday. Volume 9. Language and education (s. 354–367). London: Continuum.

Harris, J., Jervis-Tracey, P., & Keogh, J. (2013). Doing collaborative reflection in the professional experience. Australian Journal of Communication, 40(2).

Hazel, S., & Wagner, J. (2015). L2 and L3 integrated learning: Lingua franca use in learning an additional language in the classroom. In C. J. Jenks & P. Seedhouse (Ed.), International perspectives on ELT classroom interaction (s. 149–167). Hampshire: Palgrave Macmillan.

Heath, C., & Luff, P. (2013). Embodied action and organizational activity. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 283–307). Chichester: Wiley-Blackwell.

Hellermann, J. (2009). Looking for Evidence of Language Learning in Practices for Repair: A Case Study of Self‐Initiated Self‐Repair by an Adult Learner of English. Scandinavian Journal of Educational Research, 53(2), 113–132. https://doi.org/10.1080/00313830902757550

Hellermann, J., & Cole, E. (2009). Practices for social interaction in the language-learning classroom: Disengagements from dyadic task interaction. Applied Linguistics, 30(2), 186–215. https://doi.org/10.1093/applin/amn032

Hendrickson, J. M. (1978). Error correction in foreign language teaching: Recent theory, research, and practice. The Modern Language Journal, 62(8), 387–398.

Hendrich, J. (1988). Didaktika cizích jazykŭ. Státní pedagogické nakladatelství.

Hepburn, A., & Bolden, G. B. (2013). The conversation analytic approach to transcription. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 57–76). Chichester: Wiley-Blackwell.

Heritage, J. (2001). Goffman, Garfinkel and conversation analysis. In M. Wetherell, S. Taylor, & S. J. Yates (Ed.), Discourse theory and practice: A reader (s. 47–56). London: Sage.

Heritage, J., & Clayman, S. (2010). Talk in action. Interactions, identities, and institutions. Chichester: Wiley-Blackwell.

Heritage, J., & Stivers, T. (1999). Online commentary in acute medical visits: a method of shaping patient expectations. Social Science & Medicine, 49(11), 1501–1517. https://doi.org/10.1016/S0277-9536(99)00219-1

Hindmarsh, J., & Heath, C. (2000). Embodied reference: A study of deixis in workplace interaction. Journal of Pragmatics, 32(12), 1855–1878. https://doi.org/10.1016/S0378-2166(99)00122-8

Hornberger, N. H. (2001). Educational Linguistics as a Field: A View from Penn’s Program on the Occasion of its 25th Anniversary. Working Papers in Educational Linguistics, 17(1–2), 1–26.

Hornberger, N. H., & Hult, F. (2006). Educational linguistics. In K. Brown (Ed.), Encyclopedia of language and linguistics (s. 76–81). Oxford: Elsevier.

Housley, W., Webb, H., Edwards, A., Procter, R., & Jirotka, M. (2017). Digitizing Sacks? Approaching social media as data. Qualitative Research, 146879411771506.

Howatt, A. P. R., & Widdowson, H. G. (2004). A history of English language teaching (2. vyd.). Oxford: Oxford University Press.

Hult, F. (2008). The history and development of educational linguistics. In B. Spolsky & F. Hult (Ed.), The handbook of educational linguistics (s. 10–24). Oxford: Wiley-Blackwell.

Hult, F. (2010). Theme-based research in the transdisciplinary field of educational linguistics. In F. Hult (Ed.), Directions and prospects for educational linguistics (s. 19–32). Dordrecht: Springer Science+Business Media.

Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Cambridge: Polity Press, Blackwell Publishers.

Hymes, D. (1972). On communicative competence. In J. B. Pride & J. Holmes (Ed.), Sociolinguistics (s. 269–293). Harmondsworth: Penguin.

Chaudron, C., & Crookes, G. (1991). Guidelines for classroom language teaching. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (2. vyd., s. 46–67). Heinle.

Choděra, R. (2006). Didaktika cizích jazyků: Úvod do vědního oboru. Praha: Academia.

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Massachusetts: The MIT Press.

Ingram, J., & Elliott, V. (2014). Turn taking and ‘wait time’ in classroom interactions. Journal of Pragmatics, 62, 1–12. https://doi.org/10.1016/j.pragma.2013.12.002

Ingram, J., Pitt, A., & Baldry, F. (2015). Handling errors as they arise in whole-class interactions. Research in Mathematics Education, 17(3), 183–197. https://doi.org/10.1080/14794802.2015.1098562

Ishino, M. (2017). Subversive questions for classroom turn-taking traffic management. Journal of Pragmatics, 117, 41–57. https://doi.org/10.1016/j.pragma.2017.05.011

Janík, M. (2017). Jak učitelé německého jazyka užívají ve výuce angličtinu. Pedagogická orientace, 27(1), 104–135. https://doi.org/10.5817/PedOr2017-1-104

Janík, T. (2009). Oborové a předmětové didaktiky. In J. Průcha (Ed.), Pedagogická encyklopedie (s. 565–660). Praha: Portál.

Janík, T., Minaříková, E., Haláková, Z., Kostková, K., Kubiatko, M., Píšová, M., Valkounová, E. (2011). Video v učitelském vzdělávání: Teoretická východiska, aplikace, výzkum. Brno: Paido.

Janík, T., Slavík, J., Mužík, V., Trna, J., Janko, T., Lokajíčková, V., Zlatníček, P. (2013). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Brno: Masarykova univerzita

Janík, T., & Stuchlíková, I. (2010). Oborové didaktiky na vzestupu: přehled aktuálních vývojových tendencí. Scientia in educatione, 1(1), 5–32.

Jarkovská, L. (2013). Gender před tabulí. Etnografický výzkum genderové reprodukce v každodennosti školní třídy. Praha, Brno: SLON, Masarykova univerzita.

Jefferson, G. (1972). Side sequences. In D. Sudnow (Ed.), Studies in social interaction (s. 294–338). New York: The Free Press.

Jefferson, G. (2004). Glossary of transcript symbols with an introduction. In G. H. Lerner (Ed.), Conversation analysis. Studies from the first generation. (s. 13–31). Amsterdam: John Benjamins Publishing Company.

John-Steiner, V. (1996). Sociocultural approaches to learning and development: A Vygotskian framework. Educational Psychologist, 31(3/4), 191. https://doi.org/10.1080/00461520.1996.9653266

Kääntä, L. (2015). The multimodal organisation of teacher-led classroom interaction. In C. J. Jenks & P. Seedhouse (Ed.), International perspectives on ELT classroom interaction (s. 64–83). Hampshire: Palgrave Macmillan.

Kaderka, P., & Nekvapil, J. (2014). Doslov -Jazyk v sociální interakci: Nad českým překladem knihy Petera Auera Jazyková interakce. In P. Auer, Jazyková interakce (s. 237–248). Praha: Nakladatelství Lidové noviny.

Kaderka, P., & Svobodová, Z. (2006). Jak přepisovat audiovizuální záznam rozhovoru? Manuál pro přepisovatele televizních diskusních pořadů. Jazykovědné aktuality, 43(3–4), 18–51.

Kalenda, J. (2016). Prozatím nevyužitá šance: situační analýza v pedagogickém výzkumu. Pedagogická orientace, 26(3), 457–481. https://doi.org/10.5817/PedOr2016-3-457

Kansanen, P. (2002). Didactics and its relation to educational psychology: Problems in translating a key concept across research communities. International Review of Education, 48(6), 427–441. https://doi.org/10.1023/A:1021388816547

Kapellidi, C. (2013). The organization of talk in school interaction. Discourse Studies, 15(2), 185–204. https://doi.org/10.1177/1461445612471466

Karlík, P., Nekula, M., & Pleskalová, J. (Ed.). (2016). Nový encyklopedický slovník češtiny. Praha: Nakladatelství Lidové noviny. Získáno z https://www.czechency.org Kasíková, H. (2015). Didaktika vysoké školy a teorie učitelského vzdělávání jako zdroj jejího rozvoje. Aula, 23(1), 36–57.

Kasíková, H., & Valenta, J. (1986). Počátky české vysokoškolské pedagogiky. Pedagogika, 36(5), 577–591.

Kasper, G., & Kim, Y. (2015). Conversation-for-learning: Institutional talk beyond the classroom. In N. Markee (Ed.), The handbook of classroom discourse and interaction (s. 390–408). Chichester: John Wiley & Sons.

Kitzinger, C. (2013). Repair. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 229–256). Chichester: Wiley-Blackwell.

Klapko, D. (2016a). Diskursivní analýza a její využití ve výzkumu edukačních jevů. Pedagogická orientace, 26(3), 379–414. https://doi.org/10.5817/PedOr2016-3-379

Klapko, D. (2016b). Prolínání mocenských diskursův týdeníku Učitelské noviny: sociální inkluze romských žáků v českém školství. Pedagogická orientace, 26(2), 202–227. https://doi.org/10.5817/PedOr2016-2-202

Klein, T. J. (2000). A conceptual vocabulary of interdisciplinary science. In P. Weingart & N. Stehr (Ed.), Practising interdisciplinarity (s. 3–24). Toronto: University of Toronto.

Ko, S. (2014). The Nature of Multiple Responses to Teachers’ Questions. Applied Linguistics, 35(1), 48–62. https://doi.org/10.1093/applin/amt005

Kobayashi, M. (2015). L2 academic discourse socialization through oral presentations: An undergraduate student’s learning trajectory in study abroad. Canadian Modern Language Review, 72(1), 95–121. https://doi.org/10.3138/cmlr.2494

Königs, F. G. (2013). Sprachlehrforschung. In M. Byram & A. Hu (Ed.), Routledge encyclopedia of language teaching and learning (2. vyd., s. 654–657). Oxon: Routledge.

Korbut, A. (2015). Govorite po ocheredi: netekhnicheskoe vvedenie v konversacionnyj analiz [Turn-Talking: Non-technical Introduction to Conversation Analysis]. Russian Sociological Review, 14(1), 120–141.

Koshik, I. (2002). Designedly incomplete utterances: A pedagogical practice for eliciting knowledge displays in error correction sequences. Research on Language and Social Interaction, 35(3), 277–309. https://doi.org/10.1207/S15327973RLSI3503_2

Kumaravadivelu, B. (2006). TESOL Methods: Changing Tracks, Challenging Trends. TESOL Quarterly, 40(1), 59–81. https://doi.org/10.2307/40264511

Kunitz, S., & Markee, N. (2017). Understandinghe fuzzy borders of context in conersation analysis and ethnography. In S. Wortham, D. Kim, & S. May (Ed.), Discourse and education. Encyclopedia of language and education. (3. vyd., s. 15–27). Cham: Springer.

Labov, W. (1972). Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.

Lantolf, J. P., & Thorne, S. L. (2007). Sociocultural theory and SLA. In B. VanPatten & J. Williams (Ed.), Theories in second language acquisition. An introduction. (s. 201–224). New Jersey: Lawrence Erlbaum.Larrue, J., & Trognon, A. (1993). Organization of turn-taking and mechanisms for turn-taking repairsin a chaired meeting. Journal of Pragmatics, 19(2), 177–196.

Lee, J. (2016). Multimodal turn allocation in ESL peer group discussions. Article in Press.Leonťjev, A. N. (1978). Činnost. Vědomí. Osobnost. Praha: Nakladatelství Svoboda.

Lerner, G. H. (1992). Collectivities in action: Establishing the relevance of conjoined participation in conversation. Text, 13(2), 247–271.

Lerner, G. H. (1995). Turn design and the organization of participation in instructional activities.Discourse Processes, 19(1), 111–131.

Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge: MIT Press.Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.

Levinson, S. C. (2013). Action formation and ascription. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 103–130). Chichester: Wiley-Blackwell.

Li Wei. (1998). The „why" and „how" questions in the analysis of conversational code-switching. In P. Auer (Ed.), Code-switching in conversation (s. 156–176). London: Routledge.

Liddicoat, A. J. (2007). An introduction to conversation analysis. London: Continuum.

Liebscher, G., & Dailey–O’Cain, J. (2005). Learner Code-Switching in the Content-Based Foreign Language Classroom. The Modern Language Journal, 89(2), 234–247. https://doi.org/10.1111/j.1540-4781.2005.00277.x

Lin, A. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, 4(1), 195–218.

Lojdová, K. (2015). Není nekázeň jako nekázeň: Rezistentní chování žáků jako projev moci ve školní třídě. Orbis scholae, 9(1), 103–117. https://doi.org/10.14712/23363177.2015.74

Lojdová, K. (2016). Sňatek z rozumu? Výzkum a výuka v pregraduální přípravě učitelů na příkladu kvalitativního výzkumu. Pedagogická orientace, 26(1), 51–75. https://doi.org/10.5817/PedOr2016-1-51

Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Ed.), Handbook of second language acquisition (s. 413–468). London: Academic Press.

Lyle, S. (2008). Dialogic teaching: Discussing theoretical contexts and reviewing evidence from classroom practice. Language and Education, 22(3), 222–240. https://doi.org/10.1080/09500780802152499

Macbeth, D. (2004). The relevance of repair for classroom correction. Language in Society, 33(5), 703–736. https://doi.org/10.1017/S0047404504045038

Macbeth, D. (2011). Understanding understanding as an instructional matter. Journal of Pragmatics, 43(2), 438–451. https://doi.org/10.1016/j.pragma.2008.12.006

Mackey, A., & Philp, J. (1998). Conversational interaction and second language development: Recasts, responses, and red herrings? The Modern Language Journal, 82(3), 338–356. https://doi.org/10.1111/j.1540-4781.1998.tb01211.x

Malíř, F. (1971). Didaktiky cizích jazykůjako vědní obory. K problematice jejich předmětu. Praha: Academia.

Mareš, J. (2009). Posledních dvacet let výzkumu pedagogické interakce a komunikace v České republice (léta 1990–2009). In Pedagogická komunikace v didaktických, sociálních a filozofických souvislostech. Sborník příspěvků z konference. (s. 9–29). Hradec Králové: Gaudeamus.

Mareš, J. (2013). Pedagogická psychologie. Praha: Portál.

Mareš, J. (2016). Zkoumání procesů a struktur ve výukové komunikaci: historie a současnost. Pedagogika, 66(3), 250–289. https://doi.org/10.14712/23362189.2016.289

Mareš, J., Rybářová, M., & Strnad, L. (1979). Pedagogické minimum pro učitele lékařských fakult. Praha: Státní pedagogické nakladatelství.

Margutti, P., & Drew, P. (2014). Positive evaluation of student answers in classroom instruction. Language and Education, 28(5), 436–458. https://doi.org/10.1080/09500782.2014.898650

Markee, N. (1990). Applied linguistics: What’s that? System, 18(3), 315–23.

Markee, N. (2000). Conversation analysis. Mahwah: Lawrence Erlbaum Associates.

Markee, N. (2005). The organization of off-task talk in second language classrooms. In K. Richards & P. Seedhouse (Ed.), Applying conversation analysis (s. 197–231). Hampshire: Palgrave Macmillan.

Markee, N. (2008). Toward a learning behavior tracking methodology for CA-for-SLA. Applied Linguistics, 29(3), 404–427. https://doi.org/10.1093/applin/amm052

Markee, N. (2015a). Introduction: Classroom discourse and interaction research. In N. Markee (Ed.), The handbook of classroom discourse and interaction (s. 3–19). Chichester: John Wiley & Sons.

Markee, N. (Ed.). (2015b). The handbook of classroom discourse and interaction. Chichester: John Wiley & Sons.

Markee, N., & Kasper, G. (2004). Classroom talks: An introduction. The Modern Language Journal, 88(4), 491–500. https://doi.org/10.1111/j.0026-7902.2004.t01-14-.x

Markee, N., & Kunitz, S. (2015). CA-for-SLA studies of classroom interaction: Quo vadis? In N. Markee (Ed.), The handbook of classroom discourse and interaction (s. 425–439). Chichester: John Wiley & Sons.

Marková, I. (2007). Dialogičnost a sociální reprezentace: Dynamika mysli. (H. Šolcová, Přel.). Praha: Academia.

Marková, I., Müllerová, O., & Hoffmannová, J. (1999). Od teorie dialogu k institucionální komunikaci. Slovo a slovesnost, 60(3), 195–213.

Martin-Jones, M. (1995). Code-switching in the classroom: Two decades of research. In L. Milroy & P. Muysken (Ed.), One speaker, two languages: Cross-disciplinary perspectives on code-switching (s. 90–111). Cambridge: Cambridge University Press.

Martin-Jones, M. (2000). Bilingual classroom interaction: A review of recent research. Language Teaching, 33(01), 1–9. https://doi.org/10.1017/S0261444800015123

Mauranen, A. (2002). A good question”: Expressing evaluation in academic speech. In G. Cortese & Riley (Ed.), Domain-specific English: Textual practices across communities and classrooms (s. 115– 140). Frankfurt am Main: Peter Lang.

Mauranen, A. (2013). „‘But then when I started to think…": Narrative elements in conference presentations. In M. Gotti & C. Sancho Guinda (Ed.), Narratives in Academic and Professional Genres (s. 45–66). Frankfurt am Main: Peter Lang.

Mehan, H. (1979). Learning lessons. Cambridge, London: Harvard University Press.

McHoul, A. W. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7(2), 183–213. https://doi.org/10.1017/S0047404500005522

McHoul, A. W. (1990). The organization of repair in classroom talk. Language in Society, 19(3), 349–377. https://doi.org/10.1017/S004740450001455X

Moerman, M., & Sacks, H. (1988). On „understanding" in the analysis of natural conversation. In M. Moerman, Talking culture: Ethnography and conversation analysis (s. 180–186). Philadelphia: University of Pennsylvania Press.

Mondada, L. (2013). The conversation analytic approach to data collection. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 32–56). Chichester: Wiley-Blackwell.

Morell, T. (2015). International conference paper presentations: A multimodal analysis to determine effectiveness. English for Specific Purposes, 37, 137–150. https://doi.org/10.1016/j.esp.2014.10.002

Mori, J. (2002). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics, 23(3), 323–347. https://doi.org/10.1093/applin/23.3.323

Mori, J., & Zuengler, J. (2008). Conversation analysis and talk-in-interaction in classrooms. In M. Martin-Jones, A.-M. de Mejía, & N. H. Hornberger (Ed.), Encyclopedia of language and education. Volume 3: Discourse and education (2. vyd., s. 15–26). New York: Springer.

Moyer, M. (2016). Ofelia García and Li Wei. Translanguaging: Language, Bilingualism and Education. Journal of Sociolinguistics, 20(1), 125–130.

Muysken, P. (2011). Code-switching. In R. Mesthrie (Ed.), The Cambridge handbook of sociolinguistics (s. 301–314). Cambridge: Cambridge University Press.

Myers-Scotton, C. (1998). A theoretical introduction to the Markedness Model. In C. Myers-Scotton (Ed.), Codes and consequences: Choosing linguistic varieties (s. 18–38). Oxford: Oxford University Press.

Najvar, P., Janík, T., & Šebestová, S. (2013). The language of communication in English classrooms in the Czech Republic: Mixing languages. Pedagogická orientace, 23(6), 823–843. https://doi.org/10.5817/PedOr2013-6-823

Najvar, P., Najvarová, V., Janík, T., & Šebestová, S. (2011). Videostudie v pedagogickém výzkumu. Brno: Paido.

Nation, I. S. P. (2011). Second language speaking. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning. Volume II. (s. 444–454). New York: Routledge.

Nation, P. (1997). L1 and L2 use in the classroom: a systematic approach. TESL Reporter, 30(2), 19–27.

Nekvapil, J. (1999). Etnometodologická konverzační analýza v systému encyklopedických hesel. Češtinář, 10(3), 80–87.

Nekvapil, J. (2016). Střídání replik mluvčích v rozhovoru. In P. Karlík, M. Nekula, & J. Pleskalová (Ed.), Nový encyklopedický slovník češtiny. Praha: Nakladatelství Lidové noviny. Získáno z https://www.czechency.org/slovnik/ST%C5%98%C3%8DD%C3%81N%C3%8D%20REPLIK%20M LUV%C4%8C%C3%8DCH%20V%20ROZHOVORU Nekvapil, J., Hoffmannová, J., & Hajičová, E. (2016). Diskurz. In P. Karlík, M. Nekula, & J. Pleskalová (Ed.), Nový encyklopedický slovník češtiny. Praha: Nakladatelství Lidové noviny. Získáno z https://www.czechency.org/slovnik/DISKURZ Nielsen, M. F. (2013). “Stepping Stones” in Opening and Closing Department Meetings. Journal of Business Communication, 50(1), 34–67.

Nissani, M. (1997). Ten cheers for interdisciplinarity: The case for interdisciplinary knowledge and research. The Social Science Journal, 34(2), 201–216. https://doi.org/10.1016/S0362-3319(97)90051-3

Nold, G. (2013). Fremdsprachendidaktik. In M. Byram & A. Hu (Ed.), Routledge encyclopedia of language teaching and learning (2. vyd., s. 253–257). Oxon: Routledge.

Nystrand, M., Gamoran, A., & Carbonaro, W. (1998). Towards an ecology of learning: The case of classroom discourse and its effects on writing in high school English and Social Studies. Albany: National Research Center on English Learning & Achievement.

Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–198.

O’Connell, D. C., & Kowal, S. (2003). Psycholinguistics: A half century of monologism. The American Journal of Psychology, 116(2), 191–212. https://doi.org/10.2307/1423577

OECD. (1972). Interdisciplinarity: Problems of teaching and research in universities. Paris: OECD Publications.

Ormrod, J. E. (2012). Human learning (6. vyd.). Boston: Pearson.

Pabian, P. (2012). Jak se učí na vysokých školách: výzkumný směr „přístupůkučení". Aula, 20(1), 48–77.

Packer, M. J., & Goicoechea, J. (2000). Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology. Educational Psychologist, 35(4), 227–241. https://doi.org/10.1207/S15326985EP3504_02

Park, Y. (2014). The Roles of Third-Turn Repeats in Two L2 Classroom Interactional Contexts. Applied Linguistics, 35(2), 145–167. https://doi.org/10.1093/applin/amt006

Pekarek Doehler, S. (2010). Conceptual changes and methodological challenges: On language and learning from a conversation analytic perspective on SLA. In P. Seedhouse, S. Walsh, & C. Jenks (Ed.), Conceptualising „learning" in applied linguistics (s. 105–126). London: Palgrave Macmillan.

Peräkylä, A. (2004). Reliability and validity in research based on naturally occurring social interaction. In D. Silverman (Ed.), Qualitative research. Theory, method and practice (2. vyd., s. 283– 304). London: SAGE Publications.

Petrová, Z. (2008). Vygotského škola v pedagogike. Trnava: Vydavateľstvo Trnavskej univerzity.

Phillips, N., & Hardy, C. (2002). Discourse analysis: Investigating processes of social construction. Thousand Oaks: Sage.

Píšová, M. (2011). Didaktika cizích jazyků: otázky identity. Pedagogická orientace, 21(2), 145–155.

Píšová, M., & Kostková, K. (2015). Didaktika cizích jazyků. In I. Stuchlíková & T. Janík (Ed.), Oborové didaktiky: Vývoj – stav – perspektivy (s. 67–92). Brno: Masarykova univerzita.

Podlahová, L., Vaněčková, M., Heřmánková, P., Klement, M., & Marešová, J. (2012). Didaktika pro vysokoškolské učitele: Vybrané kapitoly. Praha: Grada.

Pomerantz, A., & Fehr, B. J. (2011). Conversation analysis: An approach to the analysis of social interaction. In T. A. van Dijk (Ed.), Discourse studies (2. vyd., s. 165–190). London: Sage Publications.

Potter, J., & Wetherell, M. (1987). Discourse and social psychology. Beyond attitudes and behaviour. London: SAGE Publications.

Psathas, G. (1995). Conversation analysis. Thousand Oaks: Sage.

Querol-Julián, M., & Fortanet-Gómez, I. (2012). Multimodal evaluation in academic discussion sessions: How do presenters act and react? English for Specific Purposes, 31(4), 271–283.

Radford, J., Blatchford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons. Learning and Instruction, 21(5), 625–635. https://doi.org/10.1016/j.learninstruc.2011.01.004

Rex, L. A., & Green, J. L. (2008). Classroom discourse and interaction: Reading across the traditions. In B. Spolsky & F. Hult (Ed.), The handbook of educational linguistics (s. 571–584). Oxford: Wiley-Blackwell.

Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3. vyd.). Cambridge: Cambridge University Press.

Richards, K. (2005). Introduction. In K. Richards & P. Seedhouse (Ed.), Applying conversation analysis (s. 1–15). Hampshire: Palgrave Macmillan.

Robbins, J. (2005). Contexts, Collaboration, and Cultural Tools: A Sociocultural Perspective on Researching Children’s Thinking. Contemporary Issues in Early Childhood, 6(2), 140–149.

Rohlíková, L., & Vejvodová, J. (2012). Vyučovací metody na vysoké škole. Grada.

Rusk, F., Sahlström, F., & Pörn, M. (2017). Initiating and carrying out L2 instruction by asking known-answer questions: Incongruent interrogative practices in bi-and multilingual peer interaction. Linguistics and Education, 38, 55–67. https://doi.org/10.1016/j.linged.2017.02.004

Řiháček, T., & Hytych, R. (2013). Metoda zakotvené teorie. In T. Řiháček, I. Čermák, & R. Hytych, Kvalitativní analýza textů: čtyři přístupy (s. 44–74). Brno: Masarykova univerzita.

Sacks, H. (1984). Notes on methodology. In M. J. Atkinson & J. Heritage (Ed.), Structures of social action (s. 21–27). Cambridge: Cambridge University Press.

Sacks, H. (1995a). Lectures on conversation. Volume I. (G. Jefferson, Ed.). Malden: Blackwell Publishing.

Sacks, H. (1995b). Lectures on conversation. Volume II. (G. Jefferson, Ed.). Malden: Blackwell Publishing.

Sacks, H. (2016). Čtvrtá přednáška (1964/1965): improvizovaný přehled literatury. Biograf, (63–64), 103–111.

Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://doi.org/10.1353/lan.1974.0010

Sacks, H., Schegloff, E. A., & Jefferson, G. (2015). Prostejshaya sistematika organizacii ocherednosti v razgovore [A simplest systematics for the organization of turn-taking for conversation]. Russian Sociological Review, 14(1), 142–202.

Sarangi, S. (2009). The spatial and temporal dimensions of reflective questions in genetic counseling. In A. F. Freed & A. Ehrlich (Ed.), Why do you ask? The function of questions in institutional discourse (s. 235–255). Oxford: Oxford University Press.

Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. University of Michigan: Blackwell Publishing.

Seedhouse, P. (2005). Conversation analysis as research methodology. In K. Richards & P. Seedhouse (Ed.), Applying conversation analysis (s. 251–266). Hampshire: Palgrave Macmillan.

Seedhouse, P. (2008). Learning to talk the talk: Conversation analysis as a tool for induction of trainee teachers. In S. Garton & K. Richards (Ed.), Professional encounters in TESOL. Discourses of teachers in teaching (s. 42–57). Hampshire: Palgrave Macmillan.

Seedhouse, P., & Walsh, S. (2010). Learning a second language through classroom interaction. In P. Seedhouse, S. Walsh, & C. Jenks (Ed.), Conceptualising „learning" in applied linguistics (s. 127– 146). London: Palgrave Macmillan.

Seo, M.-S., & Koshik, I. (2010). A conversation analytic study of gestures that engender repair in ESL conversational tutoring. Journal of Pragmatics, 42(8), 2219–2239. https://doi.org/10.1016/j.pragma.2010.01.021

Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh: Edinburgh University Press.

Sgall, P., Hronek, J., Stich, A., & Horecký, J. (1992). Variation in language: Code switching in Czech as a challenge for sociolinguistics. Amsterdam: John Benjamins Publishing.

Shulman, L. S. (1986). Paradigms and research programs in the study of teaching. A contemporary perspective. In M. C. Wittrock (Ed.), Handbook of research on teaching (s. 3–36). New York: MacMillan.

Schegloff, E. A. (1982). Discourse as an interactional achievement: Some uses of ‘uh huh’and other things that come between sentences. In D. Tannen (Ed.), Analyzing discourse: Text and talk (s. 71–93). Washington: Georgetown University Press.

Schegloff, E. A. (1991). Conversation analysis and socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Ed.), Perspectives on socially shared cognition (s. 150–171). Washington: American Psychological Association.

Schegloff, E. A. (1992). Repair after next turn: The last structurally provided defense of intersubjectivity in conversation. American Journal of Sociology, 97(5), 1295–1345. https://doi.org/10.1086/229903

Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis I. Cambridge: 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(2), 361–382. https://doi.org/10.1353/lan.1977.0041

Schegloff, E. A., & Sacks, H. (1973). Opening up closings. Semiotica, 8(4), 289–327. https://doi.org/10.1515/semi.1973.8.4.289

Schiffrin, D. (1994). Approaches to discourse. Malden: Blackwell Publishers.

Schiffrin, D., Tannen, D., & Hamilton, H. E. (2001). Introduction. In D. Schiffrin, D. Tannen, & H. E. Hamilton (Ed.), The handbook of discourse analysis (s. 1–10). Oxford: Blackwell.

Schneuwly, B. (2011). Subject didactics. An academic field related to the teacher profession and teacher education. In B. Hudson & Meyer (Ed.), Beyond fragmentation: Didactics, learning and teaching in europe. (s. 275–286). Opladen: Barbara Budrich Publishers.

Sidnell, J. (2010). Conversation analysis: An introduction. Chichester: Wiley-Blackwell.

Sidnell, J. (2013). Basic conversation analytic methods. In J. Sidnell & T. Stivers (Ed.), The handbook of conversation analysis (s. 77–99). Chichester: Wiley-Blackwell.

Sidnell, J., & Stivers, T. (Ed.). (2013). The handbook of conversation analysis. Chichester: BlackwellPublishing.

Silverman, D. (1998). Harvey Sacks: Social science and conversation analysis. New York: Oxford University Press.

Simon, B. (1957). Introduction. In B. Simon (Ed.), Psychology in the Soviet Union. Stanford: Stanford University Press.

Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse. The English used byteachers and pupils. London: Oxford University Press.

Skalková, J. (2004). Pedagogika a výzvy nové doby. Brno: Paido.

Skidmore, D. (2006). Pedagogy and dialogue. Cambridge Journal of Education, 36(4), 503–514. https://doi.org/10.1080/03057640601048407

Skukauskaite, A., Rangel, J., Rodriguez, L. G., & Krohn Ramón, D. (2015). Understanding classroomdiscourse and interaction: Qualitative perspectives. In N. Markee (Ed.), The handbook of classroomdiscourse and interaction (s. 44–59). Chichester: John Wiley & Sons.

Slavík, J., & Šmejkalová, M. (2016). K pojetí didaktiky českého jazyka jako vědecké disciplíny. Studie z aplikované lingvistiky / Studies in applied linguistics, 7(1), 111–120.

Slavík, M. (Ed.). (2012). Vysokoškolská pedagogika. Grada.

Sloboda, M. (2005). Od aspektov bilingálnej komunikácie k jazykovej asimilácii a retencii: prípadová štúdia slovenskej rodiny v Česku. Slovenská reč, 70(6), 338–354.

Spilková, V. (2016). Přístupy české vzdělávací politiky po roce 1989: Deprofesionalizace učitelství a učitelského vzdělávání? Pedagogika, (4), 368–385.

Společný evropský referenční rámec pro jazyky. (2002). Olomouc: Univerzita Palackého v Olomouci.

Spolsky, B. (1974). Linguistics and education: An overview. In T. A. Sebeok (Ed.), Current trends inlinguistics. Volume 12. (s. 2021–2026). Paris: Mouton.

Spolsky, B. (1978). Educational linguistics: An introduction. Rowley: Newbury House.

Spolsky, B. (1999). General introduction: The field of educational linguistics. In B. Spolsky (Ed.),Concise encyclopedia of educational linguistics (s. 1–6). Oxford: Elsevier.

Spolsky, B., & Hult, F. (Ed.). (2008). The handbook of educational linguistics. Oxford: Wiley-Blackwell.

Stern, H. H. (1992). Issues and options in language teaching. (P. Allen & B. Harley, Ed.). Oxford:Oxford University Press.

Stivers, T., Enfield, N. J., Brown, P., Englert, C., Hayashi, M., Heinemann, T., Levinson, S. C. (2009). Universals and cultural variation in turn-taking in conversation. Proceedings of the National Academy of Sciences, 106(26), 10587–10592.

Stokoe, E. (2014). The Conversation Analytic Role-play Method (CARM): A Method for TrainingCommunication Skills as an Alternative to Simulated Role-play. Research on Language and SocialInteraction, 47(3), 255–265. https://doi.org/10.1080/08351813.2014.925663

Stuchlíková, I., Janík, T., & Slavík, J. (2015). Úvodem. In I. Stuchlíková & T. Janík (Ed.), Oborové didaktiky: Vývoj – stav – perspektivy (s. 9–15). Brno: Masarykova univerzita.

Sunderland, J. (2004). Why these data?: Rationales for data selection in doctoral student presentations.Language and Education, 18(5), 435–455.

Sundrarajun, C., & Kiely, R. (2010). The oral presentation as a context for learning and assessment. Innovation in Language Learning and Teaching, 4(2), 101–117.

Suñol, J. J., Arbat, G., Pujol, J., Feliu, L., Fraguell, R. M., & Planas-Lladó, A. (2016). Peer and self-assessment applied to oral presentations from a multidisciplinary perspective. Assessment & Evaluation in Higher Education, 41(4), 622–637. https://doi.org/10.1080/02602938.2015.1037720

Svatoš, T. (1993). Snímání a záznam verbální komunikace ve třídě. Pedagogika, 43(2), 165–172.

Svatoš, T. (2011). Pedagogická interakce a komunikace pohledem kategoriálního systému. Studia paedagogica, 16(1), 175–190.

Svinhufvud, K. (2015). Participation in the master’s thesis seminar. Exploring the lack of discussion. Learning, Culture and Social Interaction, 5, 66–83. https://doi.org/10.1016/j.lcsi.2014.12.002

Swain, M. (1995). Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Ed.), Principle and practice in applied linguistics. Studies in honour of H. G. Widdowson (s. 125–144). Oxford University Press.

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (s. 97–114). Oxford: Oxford University Press.

Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 82(3), 320–337. https://doi.org/10.1111/j.1540-4781.1998.tb01209.x

Šebesta, K. (2005). Od jazyka ke komunikaci: didaktika českého jazyka a komunikační výchova (2. vyd.). Praha: Karolinum.

Šebesta, K. (2014). Základním výzkum v didaktice jazyka? Studie z aplikované lingvistiky / Studies in applied linguistics, 5(1), 169–175.

Šebesta, K. (2016). Aplikovaná lingvistika vs. lingvistika v aplikaci aneb S kým/čím se vlastně polemizuje? Studie z aplikované lingvistiky / Studies in applied linguistics, 7(1), 121–130.

Šeďová, K., & Sedláček, M. (2015). Žákovská participace jako předmět akčního výzkumu. Studia paedagogica, 20(2), 33–58. https://doi.org/10.5817/SP2015-2-3

Tainio, L., & Slotte, A. (2017). Interactional organization and pedagogic aims of reading aloud practices in L1 education. Nordic Journal of Literacy Research, 3(1), 61–82. https://doi.org/10.23865/njlr.v3.469

Taylor, S. (2001). Locating and conducting discourse analytic research. In M. Wetherell, S. Taylor, & S. J. Yates (Ed.), Discourse as data. A guide for analysis. (s. 5–48). Milton Keynes: The Open University.

Teichler, U. (2005). Research on Higher Education in Europe. European Journal of Education, 40(4), 447–469. https://doi.org/10.1111/j.1465-3435.2005.00239.x

Teichler, U. (2010). Hochschulen: Die Verknüpfung von Bildung und Forschung. In R. Tippelt & B. Schmidt (Ed.), Handbuch Bildungsforschung (3. vyd., s. 421–444). Wiesbaden: Springer, Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92015-3_22

ten Have, P. (2007). Doing conversation analysis (2. vyd.). London: SAGE Publications.

ten Have, P. (2008). Conversation analysis. In L. M. Given (Ed.), The SAGE encyclopedia of qualitative research methods (s. 129–131). Thousand Oaks: SAGE Publications.

Thoms, J. J. (2012). Classroom discourse in foreign language classrooms: A review of the literature. Foreign Language Annals, 45(s1), 8–27. Tůma, F. (v rec. řízení a). Conducting discussions after student presentations in foreign language teaching. Linguistics and Education. Tůma, F. (v rec. řízení b). Střídání kódůve výuce angličtinyu učitelůexpertůpohledem konverzační analýzy. Slovo a slovesnost.

Tůma, F. (2014a). Dialogism and classroom interaction in English language teaching: A review of Czech research. Pedagogická orientace, 24(6), 878–902. https://doi.org/10.5817/PedOr2014-6-878

Tůma, F. (2014b). Dialogismus a výzkum interakce ve třídě:přehledová studie (1990–2012). Pedagogika, 64(2), 177–199.

Tůma, F. (2016a). Konverzační analýza a interakce ve třídě: východiska a metodologické aspekty. Pedagogická orientace, 26(3), 415–441. https://doi.org/10.5817/PedOr2016-3-415

Tůma, F. (2016b). Používání mateřštiny ve výuce cizího jazyka: Co (ne)ukazuje výzkum. Cizí jazyky, 59(2), 3–12.

Tůma, F., & Píšová, M. (2013). Trends in foreign language didactics research: A thematic analysis of Ph.D. dissertations from the Czech Republic and abroad (2006-2012). New Educational Review, 34(4), 125–138.

Turnbull, M., & Arnett, K. (2002). Teachers’ uses of the target and first languages in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204–218. https://doi.org/10.1017/S0267190502000119

Turner, K., Roberts, L., Heal, C., & Wright, L. (2013). Oral presentation as a form of summative assessment in a master’s level PGCE module: the student perspective. Assessment & Evaluation in Higher Education, 38(6), 662–673. https://doi.org/10.1080/02602938.2012.680016

Ulanovsky, A. M. (2016). Fenomenologiya razgovora: metod konversacionnogo analiza [Phenomenology of conversation: method of conversation analysis]. Voprosy psikholingvistiki, 27(1), 218–237.

Üstünel, E., & Seedhouse, P. (2005). Why that, in that language, right now? Code-switching and pedagogical focus. International Journal of Applied Linguistics, 15(3), 302–325. https://doi.org/10.1111/j.1473-4192.2005.00093.x

van Dijk, T. A. (1997). The study of discourse. In T. A. van Dijk (Ed.), Discourse as structure and process (s. 1–34). London: Sage Publications.

van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2015). Towards a set of design principles for developing oral presentation competence: A synthesis of research in higher education. Educational Research Review, 14, 62–80. https://doi.org/10.1016/j.edurev.2015.02.002

van Lier, L. (1994). Educational linguistics: Field and project. In J. E. Alatis (Ed.), Georgetown University Round Table on Languages and Linguistics (s. 199–210). Washington: Georgetown University Press.

Vaníčková, K. (2014). Transkripce v konverzační analýze. Studie z aplikované lingvistiky / Studies in applied linguistics, 5(1), 48–64.

Vašutová, J. (2002). Strategie výuky ve vysokoškolském vzdělávání. Praha: Univerzita Karlova.

Vašutová, J. (2009). Vysokoškolská pedagogika. In J. Průcha (Ed.), Pedagogická encyklopedie (s. 777–782). Praha: Portál.

Veen, M., & Croix, A. de la. (2016). Collaborative reflection under the microscope: Using conversation analysis to study the transition from case presentation to discussion in GP residents’ experience sharing sessions. Teaching and Learning in Medicine, 28(1), 3–14.

Ventola, E., Shalom, C., & Thompson, S. (Ed.). (2002). The language of conferencing. Frankfurt am Main: Peter Lang.

Višňovský, E., Kaščák, O., & Pupala, B. (2012). Pedagogický dualizmus teoretického a praktického: historické pozadie a súčasné ilúzie. Pedagogická orientace, 22(3), 305–335. https://doi.org/10.5817/PedOr2012-3-305

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Ed.). Harvard University Press.

Walsh, S. (2013). Classroom Discourse and Teacher Development. Edinburgh: Edinburgh University Press.

Waring, H. Z. (2009). Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis. Language Learning, 59(4), 796–824. https://doi.org/10.1111/j.1467-9922.2009.00526.x

Waring, H. Z. (2013). Managing Stacy: A case study of turn-taking in the language classroom. System, 41(3), 841–851. https://doi.org/10.1016/j.system.2013.08.007

Waring, H. Z. (2014). Mentor invitations for reflection in post-observation conferences: Some preliminary considerations. Applied Linguistics Review, 5(1), 99–123. https://doi.org/10.1515/applirev-2014-0005

Waring, H. Z. (2016). Conversation analytic approaches to language and education. In K. A. King, Yi-Ju Lai, & S. May (Ed.), Encyclopedia of language and education: Research methods in language and education (3. vyd.). Springer.

Waring, H. Z., Creider, S. C., & Box, C. D. (2013). Explaining vocabulary in the second language classroom: A conversation analytic account. Learning, Culture and Social Interaction, 2(4), 249–264. https://doi.org/10.1016/j.lcsi.2013.08.001

Webber, P. (2002). The paper is now open for discussion. In E. Ventola, C. Shalom, & S. Thompson (Ed.), The language of conferencing (s. 227–253). Frankfurt am Main: Peter Lang.

Wells, G. (1993). Reevaluating the IRF sequence: A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom. Linguistics and Education, 5(1), 1–37. https://doi.org/10.1016/S0898-5898(05)80001-4

Wertsch, J. V. (1991). Voices of the mind. A sociocultural approach to mediated action. Herfordshire: Harvester Wheatsheaf.

Widdowson, H. G. (2005). Applied linguistics, interdisciplinarity and disparate realities. In P. Bruthiaux, D. Atkinson, W. G. Eggington, W. Grabe, & V. Ramanathan (Ed.), Directions in applied linguistics. Essays in honor of Robert B. Kaplan. Clevedon: Multilingual Matters.

Wildt, J. (2012). Ein hochschuldidaktischer Blick auf Lehren und Lernen -Eine kurze Einführung in die Hochschuldidaktik. In B. Berendt, H.-P. Voss, & J. Wildt (Ed.), Neues Handbuch Hochschullehre (s. 1–10). RAABE. Získáno z http://www.nhhl-bibliothek.de/ Wong, J., & Waring, H. Z. (2010). Conversation analysis and second language pedagogy: A guide for ESL/EFL teachers. New York: Routledge.

Woolard, K. A. (1998). Simultaneity and bivalency as strategies in bilingualism. Journal of Linguistic Anthropology, 8(1), 3–29. https://doi.org/10.1525/jlin.1998.8.1.3

Wulff, S., Swales, J. M., & Keller, K. (2009). “We have about seven minutes for questions”: The discussion sessions from a specialized conference. English for Specific Purposes, 28(2), 79–92. https://doi.org/10.1016/j.esp.2008.11.002

Yang, L. (2010). Doing a group presentation: Negotiations and challenges experienced by five Chinese ESL students of Commerce at a Canadian university. Language Teaching Research, 14(2), 141–160. https://doi.org/10.1177/1362168809353872

Yin, R. K. (2008). Case study research: Design and methods (4. vyd.). Thousand Oaks: Sage Publications.

Yule, G. (2010). The study of language (4. vyd.). Cambridge: Cambridge University Press.

Zapletalová, G. (2012). Relationships and identities in conference presentations: Czech speakers presenting in English. In R. Trušník, K. Nemčoková, & G. J. Bell (Ed.), Theories and practices: Proceedings of the Third International Conference on Anglophone Studies (s. 197–207). Zlín: Univerzita Tomáše Bati ve Zlíně.

Zapletalová, G. (2014). Multimodality in academic language: Aspects of the lexicogrammar of presentation slides. Discourse and Interaction, 7(2), 61–75. https://doi.org/10.5817/DI2014-2-61

Zapletalová, G. (2016). “I have to admit that my position will be more difficult…”: A genre analysis of introducing the conference paper move. In R. Tomášková, C. Hopkinson, & G. Zapletalová (Ed.), Professional genres from an interpersonal perspective (s. 76–111). Newcastle upon Tyne: Cambridge Scholars Publishing.

Zeman, J. (2013). Verbální a neverbální prostředky v komunikaci mládeže. Hradec Králové: Gaudeamus.

Zifonun, G., Hoffmann, L., & Stecker, B. (1997). Grammatik der deutsche Sprache. Berlin: Walter de Gruyter.

1. Interakce při řešení problémově orientovaných úloh ve výuce přírodovědy
Tereza Češková
ORBIS SCHOLAE  ročník: 14,  číslo: 1,  první strana: 49,  rok: 2020  
https://doi.org/10.14712/23363177.2020.3

2. Postupy používané učiteli ve vztahu k žákovské chybě při interakci s celou třídou
Martin Majcík
Pedagogická orientace  ročník: 28,  číslo: 3,  první strana: 472,  rok: 2018  
https://doi.org/10.5817/PedOr2018-3-472

3. Výzkum interakce mezi spolužáky: přehled konverzačněanalytických studií
František Tůma, Linda Nepivodová, Nicola Fořtová
ORBIS SCHOLAE  ročník: 13,  číslo: 2,  první strana: 7,  rok: 2019  
https://doi.org/10.14712/23363177.2019.12

4. Práce učitele s žákovskou chybou v komunikaci s celou třídou
Martin Majcík
ISBN 978-80-280-0127-8  rok: 2022  
https://doi.org/10.5817/CZ.MUNI.M280-0127-2022