Cited by 545Discourse Analysis in Language StudiesLanguage, Discourse, Communication StrategiesLinguistics and Education Research

The DOI matches its Crossref record; 32 of the 34 references it cites were found in a registry or an index.

What's the use of 'triadic dialogue'?: an investigation of teacher-student interaction

Nassaji, H·2000·Applied Linguistics

DOI 10.1093/applin/21.3.376

Open this paper in CoChat — free account

Abstract

The fact that the spoken texts of classroom interaction - particularly those involving the teacher with the whole class - are co-constructed relatively smoothly, despite the number of participants involved, suggests that they are organized in terms of standard strategies, embodied in typical forms of discourse that have evolved for responding to recurring types of rhetorical situation (Miller 1984; Kamberelis 1995). That is to say that, like written texts, they can be thought of as being constructed according to one of a set of educational genre specifications. One such rhetorical structure, the ubiquitous 'triadic dialogue' (Lemke 1990), also known as the IRE or IRF sequence (Mehan 1979; Sinclair and Coulthard 1975). It has attracted considerable attention in recent years, and has variously been seen as, on the one hand, essential for the co-construction of cultural knowledge (Heap 1985; Newman et al. 1989) and, on the other, as antithetical to the educational goal of encouraging students' intellectual-discursive initiative and creativity (Lemke 1990; Wood 1992). Drawing on episodes of teacher-whole-class interaction collected during a collaborative action research project, this paper will show, however, that the same basic IRF structure can take a variety of forms and be recruited by teachers for a wide variety of functions, depending on the goal of the activity that the discourse serves to mediate and, in particular, on the use that is made of the follow-up move.

Integrity signals

Registry

Crossref · 10.1093/applin/21.3.376

Cites

32 of 32 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Untitled work
(1978) · Medical Entomology and Zoology · Cited by 53,488
Experience and Education
DEWEY, J. M. (1986) · The Educational Forum · doi:10.1080/00131728609335764 · Cited by 13,872
A simplest systematics for the organization of turn-taking for conversation
Sacks, H., Schegloff, E. A., & Jefferson, G. (1974) · Language · doi:10.2307/412243 · Cited by 11,350
Speech Genres and Other Late Essays
Bakhtin, M. M. (1986) · University of Texas Press eBooks · doi:10.7560/720466 · Cited by 9,079
Talking science: language, learning, and values
Lemke, J. L. (1991) · Choice Reviews Online · doi:10.5860/choice.28-5211 · Cited by 4,001
Genre as social action
Miller, C. R. (1984) · Quarterly Journal of Speech · doi:10.1080/00335638409383686 · Cited by 2,907
Untitled work
(1987) · Medical Entomology and Zoology · Cited by 2,399
The concept of activity in Soviet psychology
Kozulin, A. (2002) · Routledge eBooks · doi:10.4324/9780203434185-9 · Cited by 2,114
Book Reviews: Learning Lessons: Social Organization in the Classroom by Hugh Mehan
Hawkins, D. F., & Mehan, H. (1979) · Educational Evaluation and Policy Analysis · doi:10.2307/1164149 · Cited by 2,101
Towards an analysis of discourse : the English used by teachers and pupils
Sinclair, J. M., & Coulthard, R. M. (1975) · Oxford University Press eBooks · Cited by 1,954

Flagged first, then by citations

Show all 34 references

2 of the 34 references couldn’t be matched to a known paper.

Sorted by citations

Items 201–300 of 545

Communication strategies of non-native speaker novice science teachers in second language science classrooms
Azian, A. A., Raof, A., Ismail, F., & Hamzah, M. (2013) · System · doi:10.1016/j.system.2013.02.003 · Cited by 14
Tracing Teachers’ Ordering Decisions in Classroom Interaction
Lee, Y. (2021) · Educational linguistics · doi:10.1007/978-3-030-52193-6_11 · Cited by 13
“What do you think?” How interaction unfolds following opinion-seeking questions and implications for encouraging subjectification in education
van Balen, J., Gosen, M. N., de Vries, S., et al. (2022) · Linguistics and Education · doi:10.1016/j.linged.2022.101037 · Cited by 13
A STUDY ON PERCEPTION OF LECTURER-STUDENT INTERACTION IN ENGLISH MEDIUM SCIENCE LECTURES
Navaz, A. M. M. (2013) · DergiPark (Istanbul University) · Cited by 13
A comparative study of collaborative learning in Paper Scribbles and Group Scribbles
Chen, F. H. (2010) · Australasian Journal of Educational Technology · doi:10.14742/ajet.1057 · Cited by 13
“The most typical or default pattern of classroom interaction is the initiation-response-evaluation (IRE) pattern which has been shown to account for a possible 70% of teacher-student classroom interactions (Nassaji & Wells, 2000).”
Background
Mathematics in the making: Mapping verbal discourse in Pólya's “Let Us Teach Guessing” lesson
Truxaw, M. P., & DeFranco, T. C. (2007) · The Journal of Mathematical Behavior · doi:10.1016/j.jmathb.2007.05.002 · Cited by 13
Reducing the degrees of freedom in chemistry classroom conversations
Criswell, B. A. (2011) · Chemistry Education Research and Practice · doi:10.1039/c2rp00002d · Cited by 15
Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students
Kibler, A. K. (2010) · Linguistics and Education · doi:10.1016/j.linged.2010.11.002 · Cited by 13
‘I think it helps you better when you’re not scared’: fear and learning in the primary classroom
Hargreaves, E. (2015) · Pedagogy Culture and Society · doi:10.1080/14681366.2015.1082077 · Cited by 13
Teachers’ Use of Questions and Responses to Students’ Contributions During Whole Class Discussions: Comparing Language Arts and Science Classrooms
Andersson-Bakken, E., & Klette, K. (2015) · Springer eBooks · doi:10.1007/978-3-319-17302-3_5 · Cited by 13
Beating educational inequality with an integrated reading pedagogy
Rose, D. H. (2010) · Equinox eBooks Publishing · doi:10.1558/equinox.19396 · Cited by 13
Shared reading at kindergarten
Gosen, M. N., Berenst, J., & de Glopper, K. (2015) · Pragmatics and Society · doi:10.1075/ps.6.3.03gos · Cited by 16
Humor, uncertainty, and affiliation: Cooperative and co-operative action in the university science lab
Looney, S. D., & Kim, J. (2018) · Linguistics and Education · doi:10.1016/j.linged.2018.06.003 · Cited by 13
Large Scale Scientific Modeling Practices That Can Organize Science Instruction at the Unit and Lesson Levels
Nunez-Oviedo, M. C., & Clement, J. J. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00068 · Cited by 15
Teaching interactive practices and burnout: a study on Italian teachers
Mameli, C., & Molinari, L. (2016) · European Journal of Psychology of Education · doi:10.1007/s10212-016-0291-z · Cited by 16
“…a number of studies, mainly based on observational methods, have provided evidence that high-quality teaching (Lyle 2008; Mortimer and Scott 2003; Nassaji and Wells 2000; Scott et al. 2006; Wells and Arauz 2006) is represented by student-centred interactive practices, able to facilitate students…”
Background
Classroom interaction in University Settings: The case of questions in three disciplines
Sánchez-García, D. (2010) · LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) · Cited by 13
Exploring undergraduates’ computational thinking and human-computer interaction patterns in generative progressive prompt-assisted programming learning
Gong, X., Xu, W., & Qiao, A. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00552-y · Cited by 18
“First, regarding students’ questions to GAI, we referred to the openness of conversational questions (Šeďová et al., 2020; Nassaji & Wells, 2000) and cognitive demands levels (Gayle et al., 2007), and put forward four categories of questions: closed questions for low cognitive demand (QCL), open…”
Zkoumání struktur ve výukové komunikaci: historie a současnost
Mareš, J. (2016) · Pedagogika · doi:10.14712/23362189.2016.289 · Cited by 12
Communicating metaknowledge to L2 learners: A fragile scaffold for participation in subject-related discourse?
Walldén, R. (2020) · L1 Educational Studies in Language and Literature · doi:10.17239/l1esll-2020.20.01.16 · Cited by 12
Interactivity with the interactive whiteboard in traditional and innovative primary schools: An exploratory study
de Koster, S., Volman, M. L. L., & Kuiper, E. (2013) · Australasian Journal of Educational Technology · doi:10.14742/ajet.291 · Cited by 12
“In classroom dialogue it is traditionally the teacher who initiates the exchange and takes on the role of didactic expert (Smith et al., 2006) or "primary knower" (Nassaji & Wells, 2000, after Berry, 1981).”
Background
Technology Use in Lectures to Enhance Students’ Attention
Gehlen‐Baum, V., Weinberger, A., Pohl, A., & Bry, F. (2014) · Lecture notes in computer science · doi:10.1007/978-3-319-11200-8_10 · Cited by 12
“In a traditional lecture, the lecturer can ask a question for several purposes like assessing students’ prior knowledge and their current understanding, or to foster elaboration on a certain topic [29,30,31], but only one student can answer the question [32].”
Background
The Contribution of the Teachers’ Use of Dialogic Discourse Pattern to the Improvement of the Students’ Speaking Ability
Barekat, B., & Mohammadi, S. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.03.426 · Cited by 17
“…out justifications and more explanations and makes connections with other parts of the students’ total experience and allows students to self-select in making their contributions, s/he promotes more student participation and enhances a genuine dialogic teaching (Nassaji & Wells, 2000; Wells, 1993).”
BackgroundMethodInfluential
Democratic deliberations in the Finnish elementary classroom: The dilemmas of deliberations and the teacher’s role in an action research project
Tammi, T. (2013) · Education Citizenship and Social Justice · doi:10.1177/1746197913475764 · Cited by 12
Wait-time in Material and Classroom Context Modes
Atar, C. (2019) · International Journal of Contemporary Educational Research · doi:10.33200/ijcer.542495 · Cited by 12
A Systematic Review of Frameworks for Coding Towards Classroom Dialogue
Song, Y., Hao, T., Liu, Z., & Lan, Z. (2020) · Lecture notes in computer science · doi:10.1007/978-3-030-38778-5_25 · Cited by 12
Pressing for Elaboration in Student Talk about Texts.
McElhone, D. (2013) · The Journal of classroom interaction · Cited by 12
Group Scribbles-Supported Collaborative Learning in a Primary Grade 5 Science Class
Chen, W., & Looi, C. (2013) · Springer eBooks · doi:10.1007/978-1-4614-8960-3_14 · Cited by 11
Profiles of learning opportunities of multilingual and monolingual children in kindergarten
Langeloo, A., Lara, M. M., Deunk, M., et al. (2020) · European Journal of Psychology of Education · doi:10.1007/s10212-020-00487-0 · Cited by 11
“Elaborative follow-ups carry the opportunity for extended discourse and are related to more child participation (Nassaji and Wells, 2000) and greater vocabulary development (Wasik et al. 2006).”
Background
Answering vs. exploring: Contrastive responding styles of East-Asian students and native-English-speaking students in the American graduate classroom
Takahashi, J. (2021) · Linguistics and Education · doi:10.1016/j.linged.2021.100958 · Cited by 11
Dialogic teaching in secondary classrooms in China: Features, commonalities, and distinctiveness
Yang, Z., & Wang, S. (2022) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2022.100619 · Cited by 14
Decisions and decision making in the Istanbul Exploratory Practice experience
Bartu, H. (2003) · Language Teaching Research · doi:10.1191/1362168803lr121oa · Cited by 11
“, 1974), and later the three-part exchanges of the Birmingham discourse analysts (Sinclair and Coulthard, 1975; Coulthard, 1992; Tsui, 1994; Nassaji and Wells, 2000; Nunn, 2001).”
Background
APPEALING TO A BROKER: INITIATING THIRD-PERSON REPAIR IN MUNDANE SECOND LANGUAGE INTERACTION
Greer, T. (2015) · Institutional Repositories DataBase (IRDB) · Cited by 11
Transforming teacher behaviour to increase student participation in classroom discourse
Šeďová, K. (2016) · Teacher Development · doi:10.1080/13664530.2016.1224775 · Cited by 13
Systematic Observation: Changes and Continuities Over Time
Hardman, F., & Hardman, J. (2017) · Education in the Asia-Pacific region · doi:10.1007/978-981-10-3654-5_8 · Cited by 12
Transforming student contributions into subject-specific expression
Jacknick, C. M., & Duran, D. (2021) · System · doi:10.1016/j.system.2021.102485 · Cited by 11
The relationship between young children’s transitions and power: ‘Why are all the doors locked? I don’t feel free … I am not in charge of me anymore'
McNair, L. J. (2021) · Children s Geographies · doi:10.1080/14733285.2021.1952162 · Cited by 11
Is dialogic teaching sustainable? Portrait of a teacher three years after completing a teacher development programme
Šeďová, K. (2021) · Dialogic Pedagogy A Journal for Studies of Dialogic Education · doi:10.5195/dpj.2021.423 · Cited by 15
“…although they assessed the teachers as thriving in the practice of dialogic teaching, it does not mean they mastered all the elements of the dialogic teaching addressed by the particular intervention program (Sedova, 2017; Chinn et al., 2001; Nassaji & Wells, 2000; Gomez Zaccarelli et al., 2018).”
Background
Claiming our own space: Polyphony in teacher–student dialogue
Skidmore, D., & Murakami, K. (2012) · Linguistics and Education · doi:10.1016/j.linged.2012.02.003 · Cited by 11
Case study of a college mathematics instructor: patterns of classroom discourse
Tsay, J.-J., Judd, A. B., Hauk, S., et al. (2011) · Educational Studies in Mathematics · doi:10.1007/s10649-011-9323-4 · Cited by 11
“For example, follow-up moves to students’ responses might be used for knowledge transmission instead of inviting students to contribute ideas for knowledge construction ( Nassaji & Wells, 2000 ) or opening opportunities for students to be agents in mediating the actions of learning (Wertsch, 1998).”
Background
“That's Wrong”: Repair and Rapport in Culturally Diverse Higher Education Classrooms
Dippold, D. (2014) · Modern Language Journal · doi:10.1111/j.1540-4781.2014.12061.x · Cited by 11
Reframing recitation: The dialogic potential of students’ responses in IRE/F
Sherry, M. B. (2018) · Linguistics and Education · doi:10.1016/j.linged.2018.05.004 · Cited by 11
Translanguaging in the English-Centric Classroom: A Communities of Practice Perspective
Pacheco, M. B. (2016) · Cited by 11
An Interactive, Co-constructed Approach to the Development of Intercultural Understanding in Pre-service Language Teachers
Moloney, R., Harbon, L., & Fielding, R. (2016) · Palgrave Macmillan UK eBooks · doi:10.1057/978-1-137-58733-6_10 · Cited by 10
Scaffolding Critical Questions: Learning to Read the World in a Middle School Civics Class in Mexico
Gibson, M. L. (2018) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.735 · Cited by 10
Potentials of Forestry Extension Encounters: A Conversation Analysis Approach
Virkkula, O., & Hujala, T. (2014) · Small-scale Forestry · doi:10.1007/s11842-014-9262-x · Cited by 10
“Customer orientation is present, but managed by the professional (Nassaji and Wells 2000).”
BackgroundInfluential
„Was ist Unterricht?“ – Die Perspektive der Ethnomethodologie
Tyagunova, T., & Breidenstein, G. (2015) · Springer eBooks · doi:10.1007/978-3-658-07178-3_4 · Cited by 10
iKlassroom: Real-Time, Real-Place Teaching Analytics
Vatrapu, R., Kocherla, K., & Pantazos, K. (2013) · Cited by 10
Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
Stephens, A. L., Roderick, S., Shin, N., et al. (2022) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-022-10308-z · Cited by 10
“Discourse strategies developed to support scientific reasoning include initia-tion-response-feedback (IRF) (Lemke, 1990; Nassaji & Wells, 2000), argumentation (Osborne et al., 2004), and focusing on causal mechanisms (Russ et al., 2009).”
Methodological Considerations in the Analysis of Classroom Interaction in Community College Trigonometry
Mesa, V., & Lande, E. (2014) · Advances in mathematics education · doi:10.1007/978-3-319-04993-9_26 · Cited by 10
Ethnomethodologie und Konversationsanalyse
Breidenstein, G., & Tyagunova, T. (2021) · Springer eBooks · doi:10.1007/978-3-658-31395-1_29-1 · Cited by 10
Characterizing engineering outreach educators' talk moves: An exploratory framework
Miel, K., Swanson, R. D., Portsmore, M., Paul, K. M., Moison, E., Kim, J., & Maltese, A. V. (2023) · Journal of Engineering Education · doi:10.1002/jee.20514 · Cited by 10
Teacher-employed Communication Strategies: Investigating Function Type Occurrence in Iranian EFL Context
Notash, M. Y., & Karafkan, M. A. (2015) · International Journal of Applied Linguistics & English Literature · doi:10.7575/aiac.ijalel.v.4n.2p.73 · Cited by 5
“This is because clarification request which enhances an extended discussion (Nassaji and Wells, 2000).”
Background
Whole‐Class Co‐Construction in a High School Spanish Classroom: A Conversation Analytic Perspective
Wagner, S., & Park, I. (2021) · Language Learning · doi:10.1111/lang.12472 · Cited by 9
Or -prefaced third turn self-repairs in student questions
Park, I. (2015) · Linguistics and Education · doi:10.1016/j.linged.2015.06.001 · Cited by 9
Teacher-student interaction in classrooms of students with specific learning disabilities learning English as a foreign language
Cohen, I. (2011) · Journal of Interactional Research in Communication Disorders · doi:10.1558/jircd.v2i2.271 · Cited by 9
“Applied linguists have argued that although the IRF sequence also occurs quite frequently in everyday conversation, it is often used differently in the classroom (e.g. Nassaji and Wells 2000: 377; Seedhouse 2004).”
Background
EFL Teacher Questions to Scaffold Learning Process: A Conversation Analytic Study
Yaqubi, B., & Mozaffari, F. (2010) · DOAJ (DOAJ: Directory of Open Access Journals) · Cited by 8
WHEN THE TOKENS TALK: IRF AND THE POSITION OF ACKNOWLEDGEMENT TOKENS IN TEACHER-STUDENT TALK-IN-INTERACTION
Huq, R.-U., & Amir, A. (2015) · SOAS Research Online (SOAS University of London) · Cited by 9
Making Student Explanations Relevant in Whole Class Discussion
Ingram, J., Andrews, N., & Pitt, A. (2018) · ICME-13 monographs · doi:10.1007/978-3-319-75055-2_5 · Cited by 11
“Others, however, consider how the IRF sequence can be used as a teaching tool to guide a class of students toward the common goal of learning (Mercer, 1992; Nassaji & Wells, 2000; Lee, 2007).”
Background
An Impetus for Change: Classroom Analysis Using Sinclair and Coulthard’s Model of Spoken Discourse
Nicholson, S. J. (2014) · International Journal of Linguistics · doi:10.5296/ijl.v6i2.5464 · Cited by 9
“…in the follow-up move and instead look towards the use of acknowledge and other such acts that invite “the student to extend or qualify the initial contribution” (Nassaji & Wells, 2000:402) as this will better serve to align classroom discourse with that which is more likely to occur outside it.”
Background
Conversations or virtual IREs? Unpacking asynchronous online discussions using exchange structure analysis
Lander, J. (2014) · Linguistics and Education · doi:10.1016/j.linged.2014.08.005 · Cited by 9
Focus on form and corrective feedback research at the University of Victoria, Canada
Chen, S., & Nassaji, H. (2018) · Language Teaching · doi:10.1017/s026144481800006x · Cited by 9
Self-citation
Triadické interakce ve výukové komunikaci
Molinari, L., & Mameli, C. (2015) · Studia paedagogica · doi:10.5817/sp2015-3-2 · Cited by 8
Production and reception formats: an alternative participation framework for analysis of classroom discourse?
Crichton, H. (2011) · British Educational Research Journal · doi:10.1080/01411926.2011.615387 · Cited by 9
“Effective teaching and learning takes place when the teacher is successful in engaging the learners so that they collaborate in the process of constructing knowledge (Allwright & Bailey, 1991 ; Mercer, 2000 ; Nassaji & Wells, 2000 ).”
Background
Variations on the IRE pattern in a French beginner task-based classroom
Rolin-Ianziti, J. C., & Ord, C. (2016) · Language Learning Journal · doi:10.1080/09571736.2015.1124445 · Cited by 8
“This finding led some scholars to replace the E in the IRE pattern with F, the F standing for ‘feedback’ referring generally to the teacher’s turn following the student’s answer (Nassaji and Wells 2000; Sinclair and Coulthard 1975; Wells 1993).”
Background
L2 Classroom Input and L2 Positionally Sensitive Grammars: The Role of Information‐Seeking Question Sequences
Hall, J. K. (2022) · Modern Language Journal · doi:10.1111/modl.12751 · Cited by 8
‘Yes? I have no idea’: teacher turns containing epistemic disclaimers in upper primary school whole-class discussions
van der Meij, S., Gosen, M. N., & Willemsen, A. (2022) · Classroom Discourse · doi:10.1080/19463014.2022.2103008 · Cited by 8
“In third position, elaborating on responses instead of closing the sequence might create opportunities for extended participation as well (Cazden 1988; Lee 2007; Nassaji and Wells 2000; Tabak and Baumgartner 2004; Wells 1993).”
Background
Metapragmatic comments indexing conversational practices of preschool children in institutional discourse
Yifat, R., & Zadunaisky‐Ehrlich, S. (2008) · First Language · doi:10.1177/0142723708091049 · Cited by 8
“In this context, the teacher takes the roles of both initiator and expert knower (Nassaji & Wells, 2000) and is placed in a position of authoritative judgment and evaluation.”
Background
Teacher Beliefs and Interaction in the Language Classroom
Garton, S. (2008) · Palgrave Macmillan UK eBooks · doi:10.1057/9780230594173_5 · Cited by 8
Ja vet int va de heter på svenska
Slotte-Lüttge, A. (2005) · Cited by 8
Emergence and Development of a Dialogic Whole-class Discussion Genre
Sherry, M. B. (2019) · Dialogic Pedagogy A Journal for Studies of Dialogic Education · doi:10.5195/dpj.2019.256 · Cited by 9
“Similarly, Nassaji and Wells (2000) have studied teachers’ evaluative follow-ups (the third turn of IRE/F), suggesting that when teachers’ follow-ups evaluate students’ responses as right or wrong they tend to “suppress extended student participation” (p. 400), implicitly sending the discouraging…”
Background
Teachers' Reactions to Foreign Language Learner Output
Vicente-Rasoamalala, L. (2009) · Tesis Doctorals en Xarxa (Consorci de Serveis Universitaris de Catalunya) · Cited by 8
Zweite "Tagung der Fachdidaktik" 2015 - Sprachsensibler Sach-Fach-Unterricht – Sprachen im Sprachunterricht
Hinger, B. (2016) · doi:10.15203/3122-51-2 · Cited by 7
Multimodality in third turn repetitions: Evaluation, mitigation, and the pursuit of responses in a Korean-as-foreign-language classroom
Cho, E., Park, H. J. L., & Looney, S. D. (2024) · Language Teaching Research · doi:10.1177/13621688241241037 · Cited by 7
“The design of third turns, their complex action, and how they facilitate or hinder student participation are longstanding concerns among classroom teaching researchers (Hall, 1997; Lee, 2007; Margutti & Drew, 2014; Nassaji & Wells, 2000; Park, 2014; Roh & Lee, 2018; Waring, 2008).”
Questioning Practices in A Social Studies Classroom: A Case Study from Pakistan
Khan, A. A., & Khan, A. (2012) · Cited by 7
10. The first English (EFL) lesson: Initial settings or the emergence of a playful classroom culture
Dam, J. V., & Bannink, A. (2016) · De Gruyter eBooks · doi:10.1515/9781501503993-011 · Cited by 7
Learning to talk and talking to learn: how spontaneous teacher-learner interaction in the secondary foreign languages classroom provides greater opportunities for L2 learning.
Hawkes, R. (2012) · Cited by 7
Negotiating knowledge bases in pedagogical discourse: relevance of identities to language classroom interactions
Lee, Y. (2015) · Text and Talk · doi:10.1515/text-2015-0014 · Cited by 7
An investigation of museum educators' questioning during field trips
Tigert, J. M., Fotouhi, G., & Kirschbaum, S. (2021) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2021.100571 · Cited by 12
Teacher's Discoursal Strategies in Providing Positive Feedback to Student Responses: A Study of Four English Immersion Teachers in People's Republic of China
Pei, M. (2012) · International Education · Cited by 7
Taking learner initiatives within classroom discussions with room for subjectification
van Balen, J., Gosen, M. N., de Vries, S., et al. (2022) · Classroom Discourse · doi:10.1080/19463014.2022.2128689 · Cited by 7
“…students to question each other on previous statements or initiates a new sequence, and thus introduces a new topic and makes room for a more dialogical participation framework (eg., Gosen, Berenst, and de Glopper 2009; Nassaji and Wells 2000) in which several students can emerge as subjects.”
Background
Sustained Content Language Teaching: Insights from an ESL and EFL course
Reynolds, B. L., Shieh, J., Ding, C., & Ha, X. V. (2022) · International Journal of English Studies · doi:10.6018/ijes.507161 · Cited by 7
“In the above interaction, we see that the teacher used the initiation-response- evaluation sequence (Nassaji & Wells, 2000) to encourage students’ communication and involvement.”
BackgroundMethod
Backstage – Designing a Backchannel for Large Lectures
Gehlen‐Baum, V., Pohl, A., Weinberger, A., & Bry, F. (2012) · Lecture notes in computer science · doi:10.1007/978-3-642-33263-0_43 · Cited by 7
“These ARS seem to have positive impact on learning and engagement, but also offer new methods for assessing students’ understanding, approaching questions by using the wisdom of the crowd, initiating discussion of open questions in the lecture and hence, allowing for new forms of student-lecturer interactions [7] [18].”
Background
Enhancing the Digital Backchannel Backstage on the Basis of a Formative User Study
Pohl, A., Gehlen‐Baum, V., & Bry, F. (2012) · International Journal of Emerging Technologies in Learning (iJET) · doi:10.3991/ijet.v7i1.1898 · Cited by 7
“In many cases, the teacher plays this role [3].”
BackgroundMethod
Investigating Quality of Class Talk in Grade 7: the Case of Pattern Generalization
Mouhayar, R. R. E. (2020) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-020-10092-8 · Cited by 7
“Findings from previous studies (e.g. Mortimer & Scott, 2003; Nassaji & Wells, 2000; Salloum & BouJaoude, 2019) report Table 1 Radford’s taxonomy illustrating levels of generalization Hierarchical levels of generalization Description of each level Pre-algebraic generalization levels Abduction Grasps…”
BackgroundMethodInfluential
Student talk as a resource: Integrating conflicting agendas in math tutoring sessions
Creider, S. C. (2020) · Linguistics and Education · doi:10.1016/j.linged.2020.100822 · Cited by 7
Pupils’ Fear in the Classroom: Portraits From Palestine and England
Hargreaves, E., & Affouneh, S. J. (2017) · Journal of Research in Childhood Education · doi:10.1080/02568543.2016.1272508 · Cited by 7
“Perhaps this was associated with the teacher taking the role as expert authority or primary knower (Nassaji & Wells, 2000).”
Background
In Search of a Profound Answer: Mainstream Scripts and the Marginalization of Advanced-Track Urban Students
Higgins, C., Thompson, M. M., & Roeder, R. V. (2003) · Linguistics and Education · doi:10.1016/s0898-5898(03)00035-4 · Cited by 7
“Though recent research calls attention to the variety of functions that this discourse style has in the classroom (Mercer, 1995; Nassaji & Wells, 2000), it has drawn a great deal of negative attention for its overwhelming teacher-centeredness and the way it typically limits student participation to…”
Background
De la escuela infantil a la escuela primaria: ¿continuidad o ruptura en las matrices interactivas de la enseñanza y el aprendizaje?
Rosemberg, C. R., & Borzone, A. M. (2004) · Journal for the Study of Education and Development Infancia y Aprendizaje · doi:10.1174/021037004323038842 · Cited by 7
The turn of the page: spoken quotation in shared reading
Gordon, J. (2019) · Classroom Discourse · doi:10.1080/19463014.2019.1665562 · Cited by 7
Different student-strategies for interactional power in the IRF pattern in an EFL classroom
Saikko, V. (2007) · Jyväskylä University Digital Archive (University of Jyväskylä) · Cited by 7
CONCEPTUALISING CLIL IN A SAUDI CONTEXT: A CORPUS LINGUISTIC AND CONVERSATION ANALYTIC PERSPECTIVE
Jawhar, S. S. (2012) · OpenGrey (Institut de l'Information Scientifique et Technique) · Cited by 7
Fear in the Palestinian classroom: pedagogy, authoritarianism and transformation
Affouneh, S., & Hargreaves, E. (2015) · Pedagogies An International Journal · doi:10.1080/1554480x.2015.1009837 · Cited by 4
“Getting the “right” answer was still highly valued by pupils rather than pupils trying to justify or critically analyse it; and the teacher’s “certifying” information as expert authoritarian seemed to take priority over the pupils’ narrative (Nassaji & Wells, 2000).”
Background
„Ihr habt eigentlich gesehen … “ – Von der Zeugenschaft zum Verstehen
Reh, S., & Wilde, D. (2015) · Springer eBooks · doi:10.1007/978-3-658-07178-3_5 · Cited by 6
Pre-Service Teachers’ Use of Dynamic Discourse Variables During Classroom Teaching
Kaya, S., & Ceviz, A. E. (2017) · Journals & Books Hosting (International Knowledge Sharing Platform) · Cited by 6
Classroom socialisation: repair and correction in Japanese as a heritage language
Burdelski, M. J. (2020) · Classroom Discourse · doi:10.1080/19463014.2020.1789483 · Cited by 6
“…– which are themselves first pair parts (FPPs) – include requests for: a) clarification (e.g. Kääntä and Kasper 2018), b) expansion (e.g. Nassaji and Wells 2000, 379–380), c) repetition (e.g. Hellerman 2003), and d) definition, translation, or explanation (e.g. Liebscher and DaileyO’Cain 2003;…”
Background
Triadic Dialogue in EFL Classroom: Embedded Extensions
Pinkevičienė, D. (2011) · Studies About Languages · doi:10.5755/j01.sal.0.18.416 · Cited by 6
“Because of their leading role, Wells classifies the very initial teacher-student exchanges as nuclear (Nassaji and Wells, 2000) and claims that, if successfully developed, the initiating question of nuclear exchange can give rise to a number of the following topically related bound exchanges.”
Background
Researching the (dis)connection between literary discussions and speaking functions: A replication with intermediate learners
Thoms, J. J. (2011) · Digital Commons - USU (Utah State University) · Cited by 6
Researching in Classrooms: Getting beyond “What Works”
Dudley‐Marling, C. (2011) · Learning Disability Quarterly · doi:10.1177/073194871103400204 · Cited by 6
“…a question)-resp0Hse (student answers the qaestion)-evaluation (teacher evaluates the correctness of the student's response) (IRE) paradigm, teachers have been found to do, on average, about two thirds of the talking, taking more turns and longer turns than their students (Nassaji & Wells, 2000) .”
Background
Moving beyond “Très bien”: Examining Teacher Mediation in Lesson Rehearsals
Troyan, F. J., & Peercy, M. M. (2018) · Emerald Group Publishing Limited eBooks · doi:10.1108/s1479-368720180000030018 · Cited by 6
IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS
Kaya, S., & Temiz, M. (2018) · Journal of Baltic Science Education · doi:10.33225/jbse/18.17.800 · Cited by 7

Authors: Nassaji, H.
Corresponding author: Nassaji, H
ORCID: Nassaji, H
Venue: Applied Linguistics
Publisher: Oxford University Press (OUP)
Published: 2000-09-01
Volume: 21
Issue: 3
Pages: 376-406
ISSN: 0142-6001 (ISSN-L)
1477-450X
DOI: 10.1093/applin/21.3.376
OpenAlex: W2018159701
Cited by: 545
References: 34
Citations by year: 2026: 9 · 2025: 12 · 2024: 15 · 2023: 17 · 2022: 19 · 2021: 33 · 2020: 27 · 2019: 23 · 2018: 30 · 2017: 25 · 2016: 26 · 2015: 41 · 2014: 43 · 2013: 37 · 2012: 32
FWCI: 80.52
Type: journal article
Language: en
Open access: closed
Locations: Applied Linguistics (publishedVersion)
HighWire Press Open Archive (submittedVersion)
Funders: Spencer Foundation
Topics: Social Sciences › Linguistics and Language › Discourse Analysis in Language Studies
Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
Social Sciences › Education › Linguistics and Education Research
Keywords: teacher-student relationship, classroom interaction, rhetorical structure, discourse structure

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

What's the use of 'triadic dialogue'?: an investigation of teacher-student interaction

Abstract

Overview

Integrity signals

Verification

Claims the paper makes

Citations

Cites

Cited by

Related

Metadata

Record

About these checks