[journal]
Anton, M
/ 1999
/ Socio-cognitive functions of L1 collaborative interaction in the L2 Classroom
/ Canadian Modern Language Review
54
: 314~342
[book]
Bennet, D
/ 1975
/ Spatial and temporal uses of English prepositions: An essay in stratificational semantics
/ Longman
[book]
Bowerman, M
/ 1996
/ The origin of children’s spatial semantic categories: cognitive versus linguistic determinants, In Rethinking linguistic relativity
/ Cambridge University Press
: 145~176
[journal]
Brooks, F
/ 1997
/ When are they going to say “it” right? Understanding learner talk during pair-work activity
/ Foreign Language Annals
30(4)
: 524~541
[journal]
Cruz, M
/ 2001
/ The relevance of what seems irrelevant: Remarks on the relationship between phatic utterances and sociopragmaic failure
/ ELIA
2
: 199~221
[journal]
Dewell, R
/ 2007
/ Moving around: The role of the conceptualizer in semantic interpretation
/ Cognitive Linguistics
18(3)
: 388~415
[journal]
de Guerrero, M
/ 2000
/ Activating the ZPD: Mutual scaffolding in L2 peer revision
/ Modern Language Journal
84(1)
: 51~68
[book]
Donato, R
/ 1994
/ Collective scaffolding in second language learning, In Vygotskian approaches to second language research
/ Ablex
: 33~56
[journal]
Donato, R
/ 2004
/ Aspects of collaboration in pedagogic discourse
/ Annual Review of Applied Linguistics
24
: 284~302
[book]
Fullan, M
/ 1999
/ Change forces: The sequel
/ Falmer
[book]
Gass, S
/ 1997
/ Input, interaction and the second language learner
/ Lawrence Erlbaum
[book]
Gass, S
/ 2003
/ Input and interaction, In The handbook of second language acquisition
/ Blackwell
[journal]
Gass, S
/ 2005
/ Attention when?: An investigation of the ordering effect of input and interaction
/ Studies in Second Language Acquisition
27
: 1~31
[journal]
Kim, Youjin
/ 2008
/ The contribution of collaborative and individual tasks to the acquisition of L2 Vocabulary
/ The Modern Language Journal
92(1)
: 114~130
[journal]
Kowal, M
/ 1994
/ Using collaborative language production tasks to promotestudents’ language awareness
/ Language Awareness
3(2)
: 73~93
[journal]
Lantolf, J
/ 2000
/ Second language learning as a mediated process
/ Language Teaching
33
: 79~96
[journal]
Leeser, M
/ 2004
/ Learner proficiency and focus on form during collaborative dialogue
/ Language Teaching Research
8(1)
: 55~81
[book]
Long, M
/ 1996
/ The role of the linguistic environment in second language acquisition, In The handbook of second language acquisition
/ Academic Press
: 413~468
[book]
Long, M
/ 1998
/ Focus on form: Theory, research and practice, In Focus on form in classroom second language acquisition
/ Cambridge University Press
: 15~41
[book]
Mackey, A
/ 2009
/ Input, interaction and corrective feedback in L2 learning
/ Oxford University Press
[journal]
McDonough, K
/ 2005
/ Identifying the impact of negative feedback and learners’ responses on ESL question development
/ Studies in Second Language Acquisition
27
: 79~103
[journal]
Ohta, A
/ 1995
/ Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the Zone of Proximal Development
/ Issues in Applied Linguistics
6(2)
: 93~121
[book]
Ohta, A
/ 2000
/ Rethinking interaction in SLA: Developmentally appropriate assistance in the zone of proximal development, In Sociocultural theory and second language learning
/ Oxford University Press
: 52~78
[book]
Petrovsky, A
/ 1985
/ The collective and the individual
/ Progress
[journal]
Qi, D
/ 2001
/ Exploring the role of noticing in a three-stage second language writing
/ Journal of Second Language Writing
10(4)
: 277~303
[journal]
Storch, N
/ 2002
/ Patterns of interaction in ESL pair work
/ Language Learning
52
: 119~58
[journal]
Storch, N
/ 2007
/ Investigating the merits of pair work on a text editing task in ESL classes
/ anguage Teaching Research
11(2)
: 143~159
[book]
Stone, C
/ 1993
/ What is missing in the metaphor of scaffolding, In Contexts for learning: Sociocultural dynamics in children’ development
/ Oxford University Press
: 169~183
[book]
Swain, M
/ 1998
/ Focus on form through conscious reflection, In Focus on form in second language acquisition
/ Cambridge University Press
[book]
Swain, M
/ 2000
/ The output hypothesis and beyond: Mediating acquisition through collaborative dialogue, In Sociocultural theory and second language learning
/ Oxford University Press
[journal]
Swain, M
/ 1995
/ Problems in output and the cognitive processes they generate: A step towards second language learning
/ Applied Linguistics
16
: 371~391
[journal]
Swain, M
/ 2002
/ Talking it through: Two French immersion learners’ response to reformulation
/ International Journal of Educational Research
37
: 285~304
[book]
Tudge, J
/ 1990
/ Vygotsky, the zone of proximal development and peer collaboration: Implications for classroom practice, In Vygotsky and education
/ Cambridge University Press
: 155~172
[book]
van Lier, L
/ 1996
/ Interaction in the language curriculum: Awareness, autonomy, and authenticity
/ Longman
[book]
van Lier, L
/ 2000
/ From input to affordance: Social interactive learning from an ecological perspective, In Sociocultural theory and second language learning
/ Oxford University Press
[book]
Vygotsky, L
/ 1978
/ Mind in society: The development of higher psychological processes
/ Harvard University Press
[journal]
Watanabe, Y
/ 2007
/ Effects of proficiency differences and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners
/ Language Teaching Research
11(2)
: 121~142
[journal]
Yule, G
/ 1990
/ Resolving referential conflicts in L2 interaction: The effect of proficiency and interactive role
/ Language Learning
40
: 539~565