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OpenAlex Citation Counts

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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Interaction, Language Use, and Second Language Teaching
Thorsten Huth
(2020)
Closed Access | Times Cited: 33

Showing 1-25 of 33 citing articles:

Emergent L2 Grammars in and for Social Interaction: Introduction to the Special Issue
Simona Pekarek Doehler, Søren Wind Eskildsen
Modern Language Journal (2022) Vol. 106, Iss. S1, pp. 3-22
Open Access | Times Cited: 23
Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics
Karen Glaser
Language learning and language teaching (2023), pp. 63-87
Closed Access | Times Cited: 8
‘We should google that’: the dynamics of knowledge-in-interaction in an online student meeting
Melinda Dooly, Vincenza Tudini
Classroom Discourse (2022) Vol. 13, Iss. 2, pp. 188-211
Open Access | Times Cited: 10
Localized Globalization: Directives in Augmented Reality Game Interaction
Tetyana Sydorenko, Steven L. Thorne, John Hellermann, et al.
Modern Language Journal (2021) Vol. 105, Iss. 3, pp. 720-739
Open Access | Times Cited: 12
Accumulating Semiotic Resources for Social Actions: A Case Study of L2 Icelandic in the Wild
Guðrún Theodórsdóttir, Søren Wind Eskildsen
Modern Language Journal (2022) Vol. 106, Iss. S1, pp. 46-68
Closed Access | Times Cited: 8
Pre-service teachers' understanding of teaching L2 French interactional competence through TBLT: Insights from task design processes and post-implementation reflections
Carmen Konzett-Firth
System (2024), pp. 103549-103549
Open Access | Times Cited: 1
Assessing interactional competence in secondary schools
Dagmar Barth-Weingarten, Britta Freitag-Hild
Applied Pragmatics (2023) Vol. 5, Iss. 2, pp. 240-272
Closed Access | Times Cited: 3
On the development of interactional competence in L2 French: Changes over time in responsive turn beginnings in peer interactions
Carmen Konzett-Firth
Linguistics and Education (2023) Vol. 75, pp. 101176-101176
Open Access | Times Cited: 3
Telling in a Test: Storytelling and Task Accomplishment in L2 Oral Proficiency Assessment
Erica Sandlund
(2022), pp. 175-200
Open Access | Times Cited: 4
Preliminaries in paired role play L2 interactional competence assessment tasks
Emir Ertunç Havadar, Ufuk Balaman
Classroom Discourse (2023) Vol. 15, Iss. 2, pp. 143-160
Closed Access | Times Cited: 2
Adoption of new technologies in pre-service teachers. The case of interaction-enhancing videos
Nicola Brocca
Teaching and Teacher Education (2023) Vol. 138, pp. 104427-104427
Open Access | Times Cited: 2
Learning Grammar for Social Action: Implications for Research and Language Teaching
Arja Piirainen–Marsh, Niina Lilja
Modern Language Journal (2022) Vol. 106, Iss. S1, pp. 141-150
Open Access | Times Cited: 3
‘I Remember When I Was in Spain’: Student-Teacher Storytelling in Online Collaborative Task Accomplishment
Melinda Dooly, Vincenza Tudini
(2022), pp. 283-309
Closed Access | Times Cited: 3
The development of L2 interactional competence: a multimodal study of complaining in French interactions The development of L2 interactional competence: a multimodal study of complaining in French interactions , by Klara Skogmyr Marian, Oxon, Routledge, 2023, xv + 254 pp., (eBook), ISBN: 978-1-003-27121-5.
Zhen Li, Guodong Yu
Social Semiotics (2024), pp. 1-5
Closed Access
Language alternation in the multilingual classroom
Maxi Kupetz, Elena Becker
Studies in language and social interaction (2024), pp. 384-415
Closed Access
The in-group ritual of self-denigration in Iranian doctoral defense sessions: applied linguists’ attitudes, functions and perceptions in focus
Nadia Mayahi, Alireza Jalilifar
Journal of Politeness Research (2023) Vol. 20, Iss. 2, pp. 397-426
Closed Access
Negative Politeness Strategies in Jordanian EFL Textbook Dialogs: A Content Analysis of Action Pack 5 through 10
Ruba Fahmi Bataineh, Fatima A. Salman, Hydaya J Al.Roumi, et al.
Journal of Ethnic and Cultural Studies (2023), pp. 136-146
Open Access
Storytelling Practices: Methods and Insights from Conversation Analysis and Their Applications
Anna Filipi, Binh Thanh Ta, Maryanne Theobald
(2022), pp. 3-17
Closed Access
A Pragmatic Approach to Fluency and Disfluency in Learner Language
Maximiliane Frobenius
Pragmatics & beyond. New series (2022)
Closed Access
Multimodal patterns in learner presentations – an analysis of slide shifts

Pragmatics & beyond. New series (2022), pp. 99-132
Closed Access
The coordination of slide shifts

Pragmatics & beyond. New series (2022), pp. 171-206
Closed Access
References

Pragmatics & beyond. New series (2022), pp. 233-256
Closed Access
Um or uh and gaze shift as multimodal chunk

Pragmatics & beyond. New series (2022), pp. 133-170
Closed Access
Appendix

Pragmatics & beyond. New series (2022), pp. 257-258
Closed Access
Conclusion

Pragmatics & beyond. New series (2022), pp. 231-232
Closed Access
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