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Publications
Book
Markee, N. (2015). The Handbook of Classroom Discourse and Interaction. Oxford: Wiley/Blackwell.
HCDI.pdf Markee, N. 2000. Conversation Analysis. Mahwah, New Jersey: Erlbaum
Markee, N. 1997. Managing Curricular Innovation. New York: Cambridge University Press.
Presentation
Fragment 21: Crutch
Fragment 2.1.pdf Fragment 3.3: Debrief
Fragment 3.3.pdf Fragment 2.7: Crutch
Fragment 2.7.pdf Fragment 2.2: Crutch
Fragment 2.2indd.pdf Fragment 3.4: Debrief
Fragment 3.4.pdf Fragment 2.8: Crutch
Fragment 2.8.pdf Fragment 2.3: Crutch
Fragment 2.3.pdf Figure 6
Figure 6.pdf Fragment 2.9: Crutch
Fragment 2.9.pdf Fragment 2.4: Crutch
Fragment 2.4.pdf Fragment 3.1: Debrief
Fragment 3.1.pdf Fragment 2.5: Crutch
Fragment 2.5.pdf On competence and intersubjective agency: A post-cognitive perspective
from IC to IA.7.docx Fragment 3.2: Debrief
Fragment 3.2.pdf Fragment 2.6: Crutch
Fragment 2.6.pdf Markee, N (2016). Teaching English as a foreign language in the glocalized contexts of South East Asia and Thailand. Plenary presentation, ThaiTESOL, Khon Kaen, Thailand, January 29, 2016.
ThaiTesol Plenary 2016.final_.pdf, 2. TBLT_lesson_plan.final_.short_.docx, 3. TBLT_lesson_plan.final_.long_.docx Markee, N. (2016). Understanding the need for educational innovation in the newly-integrated ASEAN. Lower Mekong Initiative Professional Communication Skills for Leaders Forum Bangkok, Thailand. January 21, 2016.
1. ASEAN administrators.pdf, 2. Handout ASEAN administrators.docx Markee, N. (2016). Lesson planning and classroom management: Two sides of the same coin. Webinar hosted by the Distance Learning Foundation, Bangkok, Thailand. January 26, 2016. Version 2
1. Webinar Thailand 2016.Final_.pdf, 2. TBLT_lesson_plan.final_.short_.webinar.docx, 3. TBLT_lesson_plan.final_.long_.webinar.docx Markee, N. (2016). Lesson planning and classroom management: Two sides of the same coin. Plenary presentation, LaoTESOL, Vientiane, Laos, February 5, 2016.
1. LaoTESOL.2016.1.Final_.pdf, 4.1. TBLT_lesson_plan.final_.long_.LaoTESOL.docx Book chapter/Article
Markee, N. (2015b). Where does research on classroom discourse and interaction go from here? In N. Markee (Ed.), Handbook of classroom discourse and interaction. Oxford: Wiley/Blackwell.
Markee, N. (2015c). Giving and following pedagogical instructions in task-based instruction: An ethnomethodological perspective. In P. Seedhouse and C. Jenks (Eds.) International Perspectives on the ELT Classroom. Basingstoke: Palgrave MacMillan.
Markee, N. (2015a). Introduction: Classroom discourse and interaction research. In N. Markee (Ed.), Handbook of classroom discourse and interaction. Oxford: Wiley/Blackwell.
Markee, N. and Kunitz, S. (2015). CA-for-SLA studies of classroom interaction: Quo vadis? In N. Markee (Ed.), Handbook of classroom discourse and interaction. Oxford: Wiley/Blackwell.
Markee, N. (2013). Contexts of change. In K. Hyland and L. Wong (Eds), Innovation in English language education. Abingdon: Routledge.
Markee, N. and Kunitz, S. (2013). Doing planning and task performance in second language acquisition: An ethnomethodological respecification. Language Learning, 63, 629-664.
Markee, N. (2011). Doing, and justifying doing, avoidance. Journal of Pragmatics 43(2011):602-615.
Markee2011.pdf Mori, J. and Markee N. (2009). Introduction: Language learning, cognition, and interactional practices. International Review of Applied Linguistics. 47
Markee, Numa, and Mi-Suk Seo. "Learning talk analysis." International Review of Applied Linguistics 47.1 (2009): 37-63.
MarkeeSeo.iral_.2009.pdf Markee, N. (2008) "Toward a learning behavior tracking methodology for CA-for-SLA." Applied Linguistics 29 (2008): 404-427.
Markee2008.pdf Markee, N. and Stansell, J. (2007). Using electronic publishing as a resource for increasing empirical and interpretive accountability in conversation analysis. Annual Review of Applied Linguistics 27, 24-44.
MarkeeStansell2007.pdf Markee, N. (2007). Invitation talk. In Z. Hua, P. Seedhouse, L. Wei and V. Cook (Eds.), Language Learning and Teaching as Social Interaction, London: Palgrave-McMillan.
Markee2007.pdf Markee N. (2006). A conversation analytic perspective on the role of quantification and generalizability in second language acquisition. In M. Chalhoub-Deville, C. Chapelle, and P. Duff, (Eds.), Inference and generalizability in Applied Linguistics. 135-164. Amsterdam and Philadelphia: John Benjamins.
Markee2006.pdf Markee, N. (2005c). Conversation analysis for second language acquisition. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning. Mahwah: NJ: Lawrence Erlbaum.
Markee, N. (2005a). A conversation analytic perspective on off-task classroom talk: Implications for second language acquisition studies. In K. Richards and P. Seedhouse (Eds.), Applying conversation analysis, 197-213. London: Palgrave-McMillan. (4mb file: email nppm@illinois.edu for copy of the paper)
Markee, Numa, and Gabriele Kasper. "Classroom talks: An introduction." Modern Language Journal 88.4 (2004): 491-500.
MarkeeKasper2004.pdf Markee, N. (2004). Zones of interactional transition. Modern Language Journal, 88, 4, 583-596.
markee2004.pdf Markee, N. (2003). Qualitative Research Guidelines (Conversation Analysis). TESOL Quarterly, 37, 1, Spring, 2003.
markee2003.pdf Markee, N. (1995). Teachers' answers to students' questions: Problematizing the issue of making meaning. Issues in Applied Linguistics, 6(2): 63-92.
Markee1995.pdf Markee, Numa. "Toward an ethnomedological respecification of SLA studies." Research Methodology in Second Language Acquisition. Ed. Andrew Cohen, Susan Gass, and Elaine Tarone. Hillsdale, N.J.: Lawrence Erlbaum, 1994. 89-116.
Markee1994.pdf Markee, N. 1990. Applied Linguistics: What's That? System 18(3): 315-323.
Markee1990.pdf Markee, N. 1989. ESP within a new descriptive framework. World Englishes 8(2): 133-146.
Markee1989.pdf Markee, N. (1986b). Toward an Appropriate Technology Model of Communicative Course Design: Issues and Definitions. English for Specific Purposes 5(2): 161-172.
Markee1986b.pdf Markee, N. (1986a). The relevance of sociopolitical factors to communicative course design. ESP Journal, 5(1): 3-16.
Markee1986a.pdf