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Markee, N. (2015).  The Handbook of Classroom Discourse and Interaction. Oxford: Wiley/Blackwell.

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Markee, N. 2000. Conversation Analysis. Mahwah, New Jersey: Erlbaum

Markee, N. 1997. Managing Curricular Innovation. New York: Cambridge University Press. 


Fragment 21: Crutch

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Fragment 3.3: Debrief

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Fragment 2.7: Crutch

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Fragment 2.2: Crutch

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Fragment 3.4: Debrief

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Fragment 2.8: Crutch

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Fragment 2.3: Crutch

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Figure 6

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Fragment 2.9: Crutch

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Fragment 2.4: Crutch

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Fragment 3.1: Debrief

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Fragment 2.5: Crutch

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On competence and intersubjective agency: A post-cognitive perspective

File from IC to IA.7.docx

Fragment 3.2: Debrief

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Fragment 2.6: Crutch

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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.

PDF icon ThaiTesol Plenary 2016.final_.pdf, File 2. TBLT_lesson_plan.final_.short_.docx, File 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.

PDF icon 1. ASEAN administrators.pdf, File 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

PDF icon 1. Webinar Thailand 2016.Final_.pdf, File 2. TBLT_lesson_plan.final_.short_.webinar.docx, File 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. 

PDF icon 1. LaoTESOL.2016.1.Final_.pdf, File 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.

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Mori, J. and Markee N. (2009).  IntroductionLanguage 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.

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Markee, N. (2008) "Toward a learning behavior tracking methodology for CA-for-SLA." Applied Linguistics 29 (2008): 404-427.

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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.

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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.

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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.

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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 for copy of the paper)

Markee, Numa, and Gabriele Kasper. "Classroom talks: An introduction." Modern Language Journal 88.4 (2004): 491-500.

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Markee, N. (2004). Zones of interactional transition. Modern Language Journal, 88, 4, 583-596.

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Markee, N. (2003). Qualitative Research Guidelines (Conversation Analysis). TESOL Quarterly, 37, 1, Spring, 2003.

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Markee, N.  (1995). Teachers' answers to students' questions: Problematizing the issue of making meaning. Issues in Applied Linguistics, 6(2): 63-92. 

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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.

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Markee, N. 1990. Applied Linguistics: What's That? System 18(3): 315-323.

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Markee, N. 1989. ESP within a new descriptive framework. World Englishes 8(2): 133-146. 

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Markee, N. (1986b). Toward an Appropriate Technology Model of Communicative Course Design: Issues and Definitions. English for Specific Purposes 5(2): 161-172.

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Markee, N. (1986a). The relevance of sociopolitical factors to communicative course design. ESP Journal, 5(1): 3-16.

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