巴赫金理论视域下的外语对话课堂理论探究
|
摘要
进入新世纪，我国外语教与学的理论研究进入到发展创新的新阶段。虽然外语教与学的理论研究成果斐然，但是多数理论研究都是对学习者因素的关注，具体而言，即对学习策略、学习动机、自主学习等外语学习理论的建构与验证，却少有对中国外语教育的宏观理论的建构与探究。外语课堂是中国学生外语学习的最主要场所，对于外语课堂的宏观理论进行建构符合中国本土化外语教学的实际。理论是我们分析问题的起点，对于外语课堂的具体问题的研究只有上升到理论的应然层面，才能使教育者与研究者对外语课堂有更全面、更深入的认识，也才能使外语课堂实践更具指导性。因此，外语课堂教学的宏观理论在外语教学理论与实践中具有举足轻重的地位。
任何理论都不是凭空建构的。西方哲学的研究焦点从认识论转向语言哲学对于主体间性的对话教育提出诉求，巴赫金的语言符号理论成为二语研究领域备受推崇的对话理论之一。国外学者对巴赫金的理论与教育/教学展开了很多研究。作为二语习得对话研究传统的重要代表，巴赫金的理论也为二语研究者所重视。本研究正是在这样的研究背景之下，参考大量国外二语习得领域的研究文献，结合国内外语教育理论研究实际，拟
对如下几个方面的内容进行探究：
1.对话应用于课堂的研究现状、存在问题及解决办法；
2.外语对话课堂理论建构的理论及实证依据；
3.外语对话课堂理论建构、理论构成要素及各要素之间的关系；
4.外语对话课堂理论建构的方法论取向。
本研究首先通过对对话理论和课堂话语研究现状的综述，以“对话”的多维定义为切入点，指出已有研究存在着“对话”在理论与实证层面的定义不一致、对话与对话性的理解混同；相关研究缺乏整体系统的理论建构等问题。针对这些问题，本研究论证了外语对话课堂理论建构的必要性，并描述了外语对话课堂理论建构的研究设计与研究步骤。然后本研究对巴赫金对话理论应用于二语习得中的理论性研究和实证性研究进行了系统的梳理与反思，为外语对话课堂理论的建构提供了理论依据与实证参数。在确定了外语对话课堂理论建构的理论依据与实证参数之后，对巴赫金与维果斯基的理论在“语言、文化、自我”三个层面进行深入探析，从而为外语对话课堂理论建构提供了必要的哲学思想源泉。按照本研究提出的外语对话课堂理论建构的研究步骤，对国内外的课堂话语研究现状进行了总结与反思，进而为外语对话课堂理论建构提供启示。在论证了外语对话课堂理论建构的哲学思想源泉，界定了其建构的理论依据与实证参数之后，对外语对话课堂理论的构成要素进行阐释，并对它们之间的关系进行说明，提出了外语对话课堂理论的五个(组)概念、四个简化命题、多个变量与一个假设，最终完成了外语对话课堂理论的建构。然而，任何理论建构均应具有与之匹配的方法论取向，所以本研究随后对外语对话课堂理论的方法论展开讨论，根据国外理论建构与方法论的研究文献，本研究认为外语对话课堂理论的研究方法论应采用定性为主、定量为辅的研究范式；提出其方法论取向的五个原则：层级性原则、多变量原则、开放性原则、差异性原则、二维原则；并认为批评性话语分析，特别是费尔克劳的批评性话语分析与巴赫金的理论相匹配，有助于研究者对实然课堂对话进行研究。而访谈法作为研究者与师生的一种对话，可以帮助研究者倾听师生主位声音，从而找出影响某种课堂实践的潜在因素与背后声音。
本研究是针对外语课堂宏观理论建构的探索性研究，希望该理论研究不仅会对我国本土化外语课堂理论建构起到抛砖引玉的作用，扩大国内学界对巴赫金对话理论与课堂话语的认识与研究，也希望本研究可以对外语课堂教学实践具有启示意义。
As the new century unfolds, the theoretical research of foreign language teaching and learning has received much attention in China. Though the research has yielded a lot of outstanding results, most of the studies focus on the learners'individual factors, such as learning strategies, motivation, automatic learning, etc. Few studies have explored localized foreign language educational theories in China. Foreign language classrooms are the most important, if not the only site for the Chinese students'L2learning, so it is absolutely necessary to explore suitable or local-sensitive theory(ies) of foreign language classrooms in order to upgrade foreign language education in China. In other words, classroom discourse theory construction is in accordance with the Chinese foreign language educational realities. Theory is the starting point of most studies. As long as specific research questions in the foreign language classroom are raised to the reflection on the theoretical level, the educators and researchers will have a more comprehensive understanding and practice of the foreign language classroom. Therefore, the foreign language classroom theory plays a vital role in the foreign language educational theory and practice.
The shift of research focus in Western philosophy from epistemology to language philosophy calls for dialogic education. Bakhtin's dialogism becomes one of the hottest dialogue theories in the research circle. As one of the representatives in the dialogic turn of SLA, his theory is paid great attention by the second language acquisition researchers. Based upon a critical review of current literature of L2theoretical and empirical studies, the present study aims to address the following aspects in order to construct a foreign language dialogic classroom theory from a socio-cognitive perspective:
1. The status quo of the L2classroom research both theoretical and empirical, existing problems and solutions;
2. The theoretical foundation and empirical evidence of the foreign language dialogic classroom theory construction;
3. The constituent elements in the constructed foreign language dialogic classroom theory and their relationships;
4. The relevant methodology orientation and the foreign language dialogic classroom theory.
The present study, first of all, reviewed current literature of classroom dialogic research with a focus on the multi-dimensional definitions of "dialogue" and the various studies in which dialogue is applied metaphorically in classroom. Based on the review, the study points out that the existing studies are contradictary in terms of the definitions of "dialogue" at both the theoretical and the empirical level. Besides, these studies haven't distinguished "dialogue" from "dialogicality" and their arguments lack of systematicity theoretically. In order to solve these problems, the study provides a systematic research procedure and stages for the theory construction of foreign language dialogic classrooms. In order to provide the theoretical foundation and empirical evidence for the theoretical construction in question, the thesis summarizes the studies of Bakhtin's theory in SLA and provides the theoretical and empirical foundations for the theory construction. Based upon these, the present study interprets Bakhtin's and Vygotsky's three core concepts 'language, culture and self', and shows that the two thinkers' philosophical understandings or explanations of the three fundamental theoretical concepts are strikingly similar. Thus the thesis highlights its implications for the theoretical basis of the foreign language classroom theory construction.
According to the systematic research procedure mentioned earlier, the thesis summarizes the domestic and international research of classroom discourse with implications for the present study. Based on these implications and the theoretical foundations discussed earlier, the thesis move to introduce the socio-cognitive perspective of the foreign language dialogic classroom theory, and then interprets the constituent elements and their relationships. After that, the author puts forward five major concepts, four simplified propostions, multi-variables and one hypothesis. Some additional explanations are provided after the theory construction for readers' further understanding. The present study also recommends and discusses the research methodology which is believed to be compatible to the constructed theory. The thesis demonstrates that the qualitative research, complemented by the quantitative research paradigm would be more compatible to the dialogic classroom theory, and proposes five principles for the adoption of the methodology; these are Hierarchy Principle, Multi-variable Principle, Openness Principle, Difference Principle and Two-Dimensional Prinicple. Besides, the author holds the view that critical discourse analysis, especially, Fairclough's critical discourse analysis can be used for research of the classroom practice and the interview can enable the researcher listen to the students' and the teachers' voices and find out the hidden factors affecting a certain kind of the classroom practice.
The present study is about theory construction of the foreign language classroom in China, and it is exploratory in nature. However, it is hoped that it can contribute to theoretical studies of foreign language dialogic classrooms, and it can expand the discussion and better understanding of Bakhtin's dialogic theory in relation to classroom discourse in China. It is also hoped that it can have implications for classroom teachers to upgrade their foreign language classroom pedagogical practices.
任何理论都不是凭空建构的。西方哲学的研究焦点从认识论转向语言哲学对于主体间性的对话教育提出诉求，巴赫金的语言符号理论成为二语研究领域备受推崇的对话理论之一。国外学者对巴赫金的理论与教育/教学展开了很多研究。作为二语习得对话研究传统的重要代表，巴赫金的理论也为二语研究者所重视。本研究正是在这样的研究背景之下，参考大量国外二语习得领域的研究文献，结合国内外语教育理论研究实际，拟
对如下几个方面的内容进行探究：
1.对话应用于课堂的研究现状、存在问题及解决办法；
2.外语对话课堂理论建构的理论及实证依据；
3.外语对话课堂理论建构、理论构成要素及各要素之间的关系；
4.外语对话课堂理论建构的方法论取向。
本研究首先通过对对话理论和课堂话语研究现状的综述，以“对话”的多维定义为切入点，指出已有研究存在着“对话”在理论与实证层面的定义不一致、对话与对话性的理解混同；相关研究缺乏整体系统的理论建构等问题。针对这些问题，本研究论证了外语对话课堂理论建构的必要性，并描述了外语对话课堂理论建构的研究设计与研究步骤。然后本研究对巴赫金对话理论应用于二语习得中的理论性研究和实证性研究进行了系统的梳理与反思，为外语对话课堂理论的建构提供了理论依据与实证参数。在确定了外语对话课堂理论建构的理论依据与实证参数之后，对巴赫金与维果斯基的理论在“语言、文化、自我”三个层面进行深入探析，从而为外语对话课堂理论建构提供了必要的哲学思想源泉。按照本研究提出的外语对话课堂理论建构的研究步骤，对国内外的课堂话语研究现状进行了总结与反思，进而为外语对话课堂理论建构提供启示。在论证了外语对话课堂理论建构的哲学思想源泉，界定了其建构的理论依据与实证参数之后，对外语对话课堂理论的构成要素进行阐释，并对它们之间的关系进行说明，提出了外语对话课堂理论的五个(组)概念、四个简化命题、多个变量与一个假设，最终完成了外语对话课堂理论的建构。然而，任何理论建构均应具有与之匹配的方法论取向，所以本研究随后对外语对话课堂理论的方法论展开讨论，根据国外理论建构与方法论的研究文献，本研究认为外语对话课堂理论的研究方法论应采用定性为主、定量为辅的研究范式；提出其方法论取向的五个原则：层级性原则、多变量原则、开放性原则、差异性原则、二维原则；并认为批评性话语分析，特别是费尔克劳的批评性话语分析与巴赫金的理论相匹配，有助于研究者对实然课堂对话进行研究。而访谈法作为研究者与师生的一种对话，可以帮助研究者倾听师生主位声音，从而找出影响某种课堂实践的潜在因素与背后声音。
本研究是针对外语课堂宏观理论建构的探索性研究，希望该理论研究不仅会对我国本土化外语课堂理论建构起到抛砖引玉的作用，扩大国内学界对巴赫金对话理论与课堂话语的认识与研究，也希望本研究可以对外语课堂教学实践具有启示意义。
As the new century unfolds, the theoretical research of foreign language teaching and learning has received much attention in China. Though the research has yielded a lot of outstanding results, most of the studies focus on the learners'individual factors, such as learning strategies, motivation, automatic learning, etc. Few studies have explored localized foreign language educational theories in China. Foreign language classrooms are the most important, if not the only site for the Chinese students'L2learning, so it is absolutely necessary to explore suitable or local-sensitive theory(ies) of foreign language classrooms in order to upgrade foreign language education in China. In other words, classroom discourse theory construction is in accordance with the Chinese foreign language educational realities. Theory is the starting point of most studies. As long as specific research questions in the foreign language classroom are raised to the reflection on the theoretical level, the educators and researchers will have a more comprehensive understanding and practice of the foreign language classroom. Therefore, the foreign language classroom theory plays a vital role in the foreign language educational theory and practice.
The shift of research focus in Western philosophy from epistemology to language philosophy calls for dialogic education. Bakhtin's dialogism becomes one of the hottest dialogue theories in the research circle. As one of the representatives in the dialogic turn of SLA, his theory is paid great attention by the second language acquisition researchers. Based upon a critical review of current literature of L2theoretical and empirical studies, the present study aims to address the following aspects in order to construct a foreign language dialogic classroom theory from a socio-cognitive perspective:
1. The status quo of the L2classroom research both theoretical and empirical, existing problems and solutions;
2. The theoretical foundation and empirical evidence of the foreign language dialogic classroom theory construction;
3. The constituent elements in the constructed foreign language dialogic classroom theory and their relationships;
4. The relevant methodology orientation and the foreign language dialogic classroom theory.
The present study, first of all, reviewed current literature of classroom dialogic research with a focus on the multi-dimensional definitions of "dialogue" and the various studies in which dialogue is applied metaphorically in classroom. Based on the review, the study points out that the existing studies are contradictary in terms of the definitions of "dialogue" at both the theoretical and the empirical level. Besides, these studies haven't distinguished "dialogue" from "dialogicality" and their arguments lack of systematicity theoretically. In order to solve these problems, the study provides a systematic research procedure and stages for the theory construction of foreign language dialogic classrooms. In order to provide the theoretical foundation and empirical evidence for the theoretical construction in question, the thesis summarizes the studies of Bakhtin's theory in SLA and provides the theoretical and empirical foundations for the theory construction. Based upon these, the present study interprets Bakhtin's and Vygotsky's three core concepts 'language, culture and self', and shows that the two thinkers' philosophical understandings or explanations of the three fundamental theoretical concepts are strikingly similar. Thus the thesis highlights its implications for the theoretical basis of the foreign language classroom theory construction.
According to the systematic research procedure mentioned earlier, the thesis summarizes the domestic and international research of classroom discourse with implications for the present study. Based on these implications and the theoretical foundations discussed earlier, the thesis move to introduce the socio-cognitive perspective of the foreign language dialogic classroom theory, and then interprets the constituent elements and their relationships. After that, the author puts forward five major concepts, four simplified propostions, multi-variables and one hypothesis. Some additional explanations are provided after the theory construction for readers' further understanding. The present study also recommends and discusses the research methodology which is believed to be compatible to the constructed theory. The thesis demonstrates that the qualitative research, complemented by the quantitative research paradigm would be more compatible to the dialogic classroom theory, and proposes five principles for the adoption of the methodology; these are Hierarchy Principle, Multi-variable Principle, Openness Principle, Difference Principle and Two-Dimensional Prinicple. Besides, the author holds the view that critical discourse analysis, especially, Fairclough's critical discourse analysis can be used for research of the classroom practice and the interview can enable the researcher listen to the students' and the teachers' voices and find out the hidden factors affecting a certain kind of the classroom practice.
The present study is about theory construction of the foreign language classroom in China, and it is exploratory in nature. However, it is hoped that it can contribute to theoretical studies of foreign language dialogic classrooms, and it can expand the discussion and better understanding of Bakhtin's dialogic theory in relation to classroom discourse in China. It is also hoped that it can have implications for classroom teachers to upgrade their foreign language classroom pedagogical practices.
引文
Adrian, B.&Angela, C.2009. Meaning-making as dialogic process:offical and carnival lives in the language chassroom [J]. Journal of Language, Identity and Educaion8(4):236-253.
Alanen, R.2003. A Sociocultural Approach to Young Language Learners Beliefs about Language Learning [C]. In:Kalaja, P.&Barcelos, A.M.F. eds. Beliefs about SLA:New Research Approaches. Dordrecht: Kluwer:55-85.
Alexander, R.2000. Culture and Pedagogy:International Comparisons in Primary Education [M]. Oxford:Blackwell.
Alexander, R.2004. Towards Dialogic Teaching:Rethinking Classroom Talk (3rd ed.)[M]. Cambridge: Dialogos.
Alexander, R.2005. Culture, Dialogue and Learning:Notes on An Emerging Pedagogy [R]. Education, Culture and Cognition:Intervening for Growth. International Association for Cognitive Education and Psychology (IACEP)10th International Conference. UK:University of Durham.10th-14th July,2005:1-21.
Alexander, R.2008a. Culture, Dialogue and Learning:Notes on an Emerging Pedagogy [C]. In:Mercer, N.&Hodgkinson, S. eds. Exploring Talk in School. London, Sage Publications:99-114.
Alexander, R.2008b. Essays on Pedagogy [M]. London:Routledge.
Alexander, R.2008c. Towards Dialogic Teaching:Rethinking Classroom Talk (4th ed.)[M]. Thirsk: Dialogos.
Allright, D.&Bailey, K.1991. Focus on the Language Classroom:An Introduction to Classroom Research for Language Teachers [M]. Cambridge:Cambridge University Press.
Allwright, D.1988. Observation in the Language Classroom [M]. London:Longman.
Alr(?), H.&Skovsmose,O.2004. Dialogue and Learning in Mathematics Education-Intention, Reflection, Critique [C]. Netherlands, Dordrecht:Kluwer Academic Publishers.
Amhag, L.&Jackobsson, A.2009. Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues [J]. Computers&Education52:656-667.
Andrawiss, H.2004. Cultural Dimensions of Foreign Language Learning:A Sociocultural Perspective [D]. PhD Dissertation. The Pennsylvania State University. Academic Publishers:55-85.
Anton, M.1999. The discourse of a learner-centered classroom:Sociocultural perspectives on teacher-learner interaction in the second-language classroom [J]. The Modern language Journal83 (ⅲ):303-318.
Arksey, H.&Knight, P.1999. Interviewing for Social Scientists [C]. London:Sage Publications.
Asma, A.M.2010. Characterising the Dialogicity of Classroom Talk:Theoretical and Empirical Perspectives [D]. The University of Leeds.
Bahari, S.F.2010. Qualitative Versus Quantitative Research Strategies:Contrasting Epistemological And Ontological Assumptions [J]. Jurnal Teknologi(Sains Social)52Mei:17-28.
Bakhtin, M.M.1981. The Dialogic Imagination:Four Essays [M]. Emerson, C.&Holquist, M. trans. Holquist, M. ed.. Austin, TX:University of Texas Press.
Bakhtin, M.M.1984. Problems of Dostoevsky's Poetics,[M]. Emerson, C.ed.&trans. Minneapolis: University of Minnesota Press.
Bakhtin, M.M.1986. The problem of speech genre [C]. In:Emerson, C.&Holquist, M. eds., Gee, V.W.Mc. trans. Speech Genres and Other late Essays. Austin, University of Texas Press:66-102.
Bakhtin, M.M./Voloshinov, V.N.1986. Matejka, Ladislav&Titunik, I.R. trans. Marxism and the Philosophy of language [M]. Cambridge:Harvard University Press.
Barker, C.&Galasinski, D.2001. Cultural Studies and Discourse Analysis. A Dialogue on language and Identity [C]. London:Sage Publications.
Barnard, R.2008. Review:Conversational interaction in second language acquisition:A collection of empirical studies [J]. New Zealand Studies in Applied Linguistics14(2):102-104.
Bashler, J.1996. The Metaphysics of Natural Complex [M]. New York:Columbia University Press.
Bebbington, J., Brown, J., Frame, B. et. al.2005. Theorizing engagement:the potential of a critical dialogic approach [R]. Critical Management Studies2005Conference. U.K.:Cambridge University.
Bellack, A., Kliebard, H. Hyman, R. et. al.1966. The language of the Classroom [C]. New York:Teachers College Press.
Bentley, S.A.2010. Assessed, Student-led Dialogic Interaction:A Bakhtinian Analysis of A Case Study of Undergraduate History Seminars [D]. PhD Dissertation. University of Nottingham.
Berger, P.L.&Luckmann, T.1966. The Social Construction of Reality:A Treatise in The Sociology of Knowledge [M]. New York:Doubleday&Company.
Bernstein, B.1990. Class, Codes and Control:The Structuring of Pedagogical Discourse[M]. London: Routledge.
Bikner-Ahsbahs, A.&Prediger, S.2006. Diversity of theories in mathematics education-How can we deal with it?[J]. Zentralblatt fur Didaktik der Mathematik38:52-57.
Bikner-Ahsbahs, A.&Williams, G.2009. Comparing and Contrasting Methodologies:A Commentary [C]. In:Schwarz, Baruch; Dreyfus et al. eds. Transformation of Knowledge through Classroom Interaction. London, Routledge:261-265.
Bloome, D., Carter, S.P., Christian, B.M. et. al.2005. Discourse Analysis and the Study of Classroom language and literacy Events A Microethnographic Approach [C]. Mahwah, NJ:Erlbaum.
Bloome, D. Carter, S.P., Christian, B.M. et al.2008. Discourse Analysis in Classrooms:Approaches to Language and Literacy Research [C]. New York:Teachers College Press.
Bogdan, R.C.&Biklen, S.K.1998. Qualitative Research for Education:An Introduction to Theory and Methods (3rd ed.)[C]. Boston:Allyn and Bacon.
Bolm, D.1996. On Dialogue [C]. Niehol, L. ed. London:Routledge.
Borg, S.2003. Teacher cognition in language teaching:A review of research on what language teachers think, know, believe, and do [J]. Language Teaching36(2):1-29.
Boriboon, P.2008. Cultural Voices and Representations in EFL Materials Design,Pedagogy, and Research [D]. PhD Dissertation. University of Edinburgh.
Brandist, C.2002. The Bakhtin Circle:Philosophy, Culture and Politics [C]. London:Pluto Press.
Braxley, K.2005. Mastering academic English:International graduate students use of dialogue and speech genres to meet the writing demands of graduate school [C]. In:Hall, J. K., Vitanova, G.&Marchenkova, L:11-32.
Bridges, D.1979. Education, Democracy and Discussion. Atlantic Highlands [M]. New Jersey: Humanities Press.
Brooks, F. B.&Donato, R.1994. Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks [J]. Hispania.77(2):262-274.
Brown, H. D.2007. Principles of Language Learning and Teaching (5th ed.)[M]. New York:San Francisco State University.
Brown, G.&Yule, G.1983. Discourse Analysis [M]. Cambridge:Cambridge University Press.
Bruner, J.1996. The Culture of Education [M]. Cambridge, MA:Harvard University Press.
Bruner, J.2001. Language, Culture and Self [M]. London:Sage Publications.
Bryman, A.2004. Social Research Methods (2nd ed.)[M]. London:Oxford University Press.
Bryman, A.&Bell, E.2007. Business Research Methods(2nd ed.)[M]. Oxford:Oxford University Press.
Bryzzheva, L.A.2002. Toward a Philosophy of the Liberating Act:Implications of Bakhtin, Freire, and Vygotsky for Bilingual and Multicultural Education [D]. PhD Dissertation. The Pennsylvania State University.
Buckingham, K.R.B.1986. A Socio-linguistic Study of the Language of the Courtroom [D]. Unpublished PhD thesis. University of Leeds.
Burbules, N.C.1993. Dialogue in Teaching:Theory and Practice [M]. New York:Teachers College Press.
Burns, R.B.2000. Introduction to Research Methods (4th ed.). Frenchs Forest, NSW:Pearson Education.
Cameron, L.2003. Metaphor in Educational Discourse [M]. London:Continuum.
Campoy-Cubillo, M.C., Belles-Fortuno, B.&Gea-Valor, L.2010. Corpus-Based Approaches to English Language Teaching [C]. London/New York:Continuum International Publishing Group.
Candlin, S.1997. An Analysis of the Discourse of Nurses and Patients in the Context of Health Assessment [D]. PhD Dissertation. Lancaster University.
Cazden, C.B.1986. Classroom discourse [C]. In:Wittrock, M.C. ed. Handbook of Research on Teaching (3rd ed.). New York:Macmillan:4-91.
Cazden, C.B.1988/2001. Classroom Discourse:The Language of Teaching and Learning[M]. Portsmouth: Heinemann.
Cazden, C.B.1989. Contributions of the Bakhtin Circle to "Communicative competenc"[J]. Applied Linguistics10:116-127.
Cazden, C. B.1993. Vygotsky, Hymes, and Bakhtin:From word to utterance and voice [C]. In:Forman, E.A., Minick, N.&Stone, C.A. Context for Learning:Sociocultural Dynamics in Children's Development. New York:Oxford University Press:197-212.
Chaiklin, S.2003. The zone of proximal development in Vygotsky's theory of learning and school instruction [C]. In:Kozulin, A., Gindis, B., Ageyev, V. S. et al. eds. Vygotsky's Educational Theory in Cultural Context. Cambridge:Cambridge University Press:39-64.
Chaudron, C.1988. Second Language Classrooms [M]. Cambridge:Cambridge University Press.
Christie, F.2002. Classroom Discourse Analysis:A Functional Perspective [M]. London:Continuum.
Coakley, C.&Wolvin, A.1997. Listening in the educational environment [C]. In:Purdy, M.&Borisoff, D. eds. Listening in Everyday Life:A Personal and Professional Approach (2nd ed.). Lanham, MD: University Press of America:161-181.
Cobb, P., Wood, T.&Yackel, F.1991. Analogies from the Philosophy and Sociology of Science For Understanding Classsroom Life [J]. Sci. Educ (75):23-44.
Cohen, E.1986. Designing Group Work-strategies for the Heterogeneous Classroom [M]. New York: Teachers College Press.
Cohen, L, Manion, L.&Morrison, K.2007. Research Methods in Education (6th ed.)[M]. London&New York:Routledge.
Collings, N.Y.2006. Language Sociolization in the Absence of Language And Society?:A Case Study of How Students of A Large Public American University In the Midwest Construct Sociocultural And Language Knowledge Inside And Outside of Their Russian Language Classroom [D]. PhD Dissertation. Michigan State University.
Cook, A.R.2002. Communicating Interaction in the Dialogic Classroom:Identifying and Accommodating Impediments to Dialogue [D]. PhD Dissertation. University of Michigan.
Coulthard, M.1977. An Introduction to Discourse Analysis [M]. London:Longman.
Creswell, J.W.2003. Research Design:Qualitative, Quantitative, and Mixed Methods Approaches [M]. Thousand Oaks:Sage Publications.
Crotty, M.1998. The Foundations of Social Research:Meaning and Perspective in the Research Process (2nd ed.)[M]. London:Sage Publications.
Cullen, R.1998. Teacher Talk and the Classroom Context [J]. ELT Journal52(3):179-187.
Cullen, R.2002. Supportive teacher talk:The importance of the F move [J]. ELT Journal56(2):117-126.
de Carvalho Figueiredo, Debora2000. Victims and Villains:Gender Representations, Surveillance and Punishment in the Judicial Discourse on Rape [D]. PhD Dissertation. Universidade Federal de Santa Catarina, SC, Brasil, Department of Foreign Languages an [Abstract in Forensic Linguistcs8(1)].
Delanoy, W.2005. A Dialogic Model for Literature Teaching [J], ABAC Journal25(1):53-66.
Delgatto, J.2011. Applications of the Theories of Mikhail Bakhtin in Science Education [D]. Master Dessertation. DePaul University.
Dewey, J.1916/1966. Democracy and Education:An Introduction to the Philosophy of Education [M]. New York:The Free Press.
Donato, R.&Adair-Hauck, B.1992. Discourse perspective on formal instruction [J]. Language Awareness1(2):73-89.
Donato, R.1994. Collective scaffolding in second language learning [C]. In:Lantolf, J. P.&Appel, G. eds. Vygotskian Approaches to Second Language Research. Norwood, NJ:Ablex:33-56.
Donato, R.2004. Aspects of collaboration in pedagogical discourse [J]. Annual Review of Applied Linguistics(24):284-302.
Donato, R.&Lantolf, J. P.1990. The dialogic origins of L2monitoring [J]. Pragmatics and Language Learning (1):83-98.
Drew, P.&Heritage, J.1992a. Talk at Work:Interaction in Institutional Settings [C]. Cambridge: Cambridge University Press.
Drew, P.&Heritage, J.1992b. Analysing talk at work:an introduction [C]. In:Drew, P.&Heritage, J. eds.1992a:3-65.
Duff, P.2002. The discursive co-construction of knowledge, identity and difference:An ethnography of communication in the high school mainstream [J]. Applied Linguistics (23):289-322.
Dufva, H.&Alanen, R.2005. Metalinguistic awareness in dialogue:Bakhtian considerations [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.:99-118.
Easterby-Smith, M., Thorpe, R.&Lowe, A.2002. Management Research:An Introduction [C]. Thousand Oaks:Sage Publications.
Edwards, D.1997. Discourse and Cognition [M]. London:Sage.
Edwards, A.D.&Westgate, D.P.G.1994. Investigating Classroom Talk(2nd ed.)[C]. London:Falmer Press.
Eggins, S.2004. An Introduction to Systemic Functional Linguistics(2nd ed.)[M]. New York:Continuum.
Eigler, F.1995. Feminist criticism and Bakhtin's dialogic principle:making the transition from theory to textual analysis [J]. Women in German Yearbook11:189-203.
Ellis, R.1990. Instructed Second Language Acquisition [M]. Oxford:Basil Blackwell.
Ellis, R.1994. The Study of Second Language Acquisition [M]. Oxford:Oxford University Press.
Ellis, R.&Barkhuizen, G.2005. Analysing Learner Language [C]. Oxford:Oxford University Press.
Emerson, C.1997. The First Hundred Years of Mikhail Bakhtin [M]. Princeton, NJ:Princeton University Press.
Emerson, C.2000. Bakhtin, Lotman,Vygotsky, and Lydia Ginzburg on types of selves:A tribute [C]. In: Engelstein, L.&Sandier, S. eds. Self and Story in Russian History. Ithaca, NY:Cornell University Press:20-45.
Fairclough, N.1989. Language andPower[M]. London:Longman.
Fairclough, N.1992a. Critical Language Awareness[M]. London:Longman.
Fairclough, N.1992b. Discourse and Social Change [M]. Cambridge:Polity Press.
Fairclough, N.2003. Analysing Discourse. Textual Analysis for Social Research [M]. London&New York: Routledger.
Fairclough, N.&Wodak, R.1997. Critical Discourse Analysis [C]. In:van Dijk, T. ed. Discourse as Social Interaction2:258-284. London:Sage Publications.
Fanselow, J.F.1992. Contrasting Conversations:Activities for Exploring Our Beliefs and Teaching Practices [M]. London:Longman.
Fecho, B.&Botzakis, S.2007. Feasts of becoming:Imagining a literary classroom based on dialogic beliefs [J]. Journal of Adolescent&Adult Literacy50(7):548-558.
Fernyhough, C.1996. The dialogic mind:A dialogic approach to the higher mental functions [J]. New Ideas in Psychol14(1):47-62.
Firth, A.&Wagner, J.1997. On discourse, communication, and (some) fundamental concepts in SLA research [J]. The Modern Language Journal81(3):285-300.
Flanders, N.1963. Using interaction analysis in the inservice training of teachers [J]. Journal of Experimental Education September:313-316.
Flecha, R.2000. Sharing Words:Theory and Practice of Dialogic Learning [M]. Lanham, M.D:Rowman&Littlefiled.
Foucault, M.1972. The Archaeology of Knowledge [M]. Sheridan, A. trans. New York:Pantheon.
Fraser, C.A.2007. Reading rate in L1Mandarin Chinese and L2English across five reading tasks [J]. The Modern Language Journal (3):372-394.
Freedman, S.W.1994. Crossing the Bridge to Practice:Rethinking the Theories of Vygotsky and Bakhtin [M]. Berkeley:University of California at Berkeley, Carnegle Mellon University.
Freedman, S.W.&Ball, A.F.2009. Ideological Becoming:Bakhtinian Concepts to Guide the Study of Language, Literacy and Learning. Berkeley, CA:University of California [DB/OL] http://www-gse.berkelev.edu/faculty/swfreedman/Chapter_1.pdf.2009-04-25.
Freire, P.1970. The adult literacy process as cultural action for freedom [J]. Harvard Educational Review40(2):205-225.
Galin, J.R.&Latchaw, J.1998. The Dialogic Classroom:Teachers Integrating Computer Technology, Pedagogy, and Research [C]. Urbana IL:National Council of Teachers.
Gardiner, M.2000."A very understandable horror of dialectis":Bakhtin and Maxist phenomenology [C]. In:Brandist, C.&Tihanov, G. eds. Materializing Bakhtin:The Bakhtin Circle and Social Theory. Hampshire, UK:MacMillan Press:119-141.
Gee, J.P.1996. Social Linguistics ana Literacies:Ideology in Discourses[M]. London:Routledge.
Gee, J.P.2005. An Introduction to Discourse Analysis:Theory and methoa(2nd ed.)[M]. London&New York:Routledge.
Gee, J.P.&Green, J.L.1998. Discourse analysis, learning, and social practice:a methodological study [C]. In: Pearson, P. D.&Iran-Nejad, A. eds. Review of Research in Education Vol.23. Washington, DC:AERA.
Gillespie, A.&Cornish, F.2010. Intersubjectivity:Towards a dialogical analysis [J]. Journal for the Theory of Social Behavior40:19-46.
Gilmetdinova, A.M.2010. Reflexivity in Constructing Discourse Analysis of Code-switching in a Classroom Discourse:the Analysis of Tom Romano's Crafting Authentic Voice [D]. Master of Arts in English. Montana State University.
Grabe, W.&Stoller, F.L.2002. Teaching and Researching Reading [M]. Harlow, UK:Longman/Pearson.
Green, J.&Dixon, C.2002. Exploring differences in perspectives on microanalysis of classroom discourse: Contributions and concerns [J]. Applied linguistics23(3):393-406.
Guba, E.G.1990. The alternative paradigm dialog [C]. In:Guba, E.G. The Paradigm Dialog. Newbury Park, CA:Sage Publications.
Guilar, J.D.2006. Intersubjectivity and dialogic instruction [J/OL]. Radical Pedagogy8(1). http://radicalpedagogy.icaap.org/content/issue8_1/guilar.html,2007-09-18.
Gulzar, M.A.2011. Classroom Discourse in Bilingual Context:Effects of Code-switching on Language Learning in Pakistni TEFL Classroom [M]. VDM Verlag Dr. Muller Aktiengesellschaft&Co. KG.
Gumperz, J.1982. Discourse Strategies [M]. Cambridge:Cambridge University Press.
Gustafson, J.&Hodgson, V.&Tickner, S.2004. Identity Construction and Dialogue Genres-How Notions of Dialogue May Influence Social Presence in Networked Learning Environments [DB/OL]. Networked Learning Conference. http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/symposia/symposium13/g ustafson et al.htm,2012-03-04.
Gutierrez, K., Rymes, B.&Larson, J.1995. Script, counterscript and underlife in the classroom:James Brown versus Brown v. Board of Education [J]. Harvard Educational Review65(3):445-471.
Hakansson, G.1986. Quantitative aspects of teacher talk [C]. In:Kasper, G. eds. Learning, Teaching and Communication in the Foreign Language Classroom. Aarhus, Denmark:Aarhus Univeristy Press:83-98.
Hall, J. K.1993. The role of oral practices in the accomplishment of our everyday lives:The sociocultural dimension of interaction with implications for the learning of another language [J]. Applied Linguistics14(2):145-166.
Hall, J.K.1995.(Re)creating our worlds with words:A sociohistorical perspective of face-to-face interaction [J]. Applied Linguistics16(2):206-232.
Hall, J.K.1997. A consideration of SLA as a theory of practice:A response to Firth and Wagner [J]. The Modern Language Journal81(3):301-306.
Hall, J.K.1999. A prosaics of interaction:The development of interactional competence in another language [C]. In:Hinkel, E. ed. Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press:137-151.
Hall, J. K.2002. Teaching and Researching:Language and Culture [M]. Harlow:Longman.
Hall, J.K., Vitanova, G.&Marchenkova, L.2005. Dialogue with Bakhtin on Second and Foreign Language Learning:New Perspectives [C]. Mahwah, NJ:Lawrence Erlbaum Associates.
Hall, J.K.&Verplaetse, L.S.2000. Second and Foreign Language Learning through Classroom Interaction [C]. Mahwah, NJ:Lawrence Erlbaum.
Hall, J.K.&Walsh, M.2002. Teacher-student interaction and language learning [C]. Annual Review of Applied Linguistics22:186-203.
Halliday, M.A.K.&Hasan, R.1976. Cohesion in English [C]. London:Longman.
Halliday, M.A.K.2004. An Introduction to Functional Grammar [M]. London:Arnold.
Halsey, A.H.2004. A History of Sociology in Britain:Science, Literature, andSociety [M]. Oxford:Oxford University Press.
Hamston, J.2006. Bakhtin's theory of dialogue:a construct for pedagogy, methodology and analysis [J]. The Australian Educational Researcher33(1):55-74.
Hanrahan, M.2005. Power-sharing in science classrooms:Utilising CDA for research in science education [J]. Melbourne Studies in Education (Special Issue)46(2):107-127.
Harbaugh, A.P.2005. Authoritative Discourse in the Middle School Mathematics Classroom:A Case Study [D]. PhD Dissertation. Texas A&M University.
Hardman, F., Smith, F.&Wall, K.2003.'Interactive whole class teaching'in the National Literacy Strategy [J]. Cambridge Journal of Education33(2):197-215.
Harre, R.&Gillett, G.1994. The Discursive Mind [M]. Thousand Oaks, CA:Sage Publications.
Harris, Z.S.1952. Discourse Analysis [J]. Language28:1-30.
Heap, J.L.1985. Discourse in the production of classroom knowledge:Reading lessons [J]. Curriculum Inquiry (3):247-279.
Hellermann, J.&Doehler, S.P.2010. On the contingent nature of language-learning tasks [J]. Classroom Discourse1(1):25-45.
Hendricks, C.2006. Learners'Motivations For Preferred Contexts in Mathematical Literacy[D]. Master Dissertation. University of the Western Cape.
Hermans, H.J.M.2001. The dialogical self:Toward a theory of personal and cultural positioning [J]. Culture and Psychology7:243-281.
Hicks, D.1995. Discourse, learning, and teaching [J]. Review of Research in Education21:49-95.
Ho, D.G.E.2006. Classroom Talk:Exploring the Sociocultural Structure of Formal ESL Learning [M]. Bern, Switzerland:Peter Lang AG.
Holt, R.2003. Bakhtin's Dimensions of Language and the Analysis of Conversation [J]. Communication Quarterly51(2):225-245.
Hornberger, N.H.&McKay, S.L.2010. Sociolinguistics and Language Education [C]. Bristol: Multilingual Matters.
Hosenfeld. C.2003. Evidence of emergent beliefs of a second language learner:A diary study [C]. In: Kalaja, P.&Barcelos, A. M. F. eds. Beliefs about SLA:New Research Approaches. Dordrecht:Kluwer Academic Publishers:37-54.
Howard, A.2010. Is there such a thing as a typical language lesson?[J]. Classroom Discourse1(1):82-100.
Hung, S.K.2003. The Importance of Student Talk in Small Group Discussions [D]. Master Dissertation. University of Hong Kong.
Hussin, H.2006. Dimensions of questioning:A qualitative study of current classroom practice in Malaysia [J/OL]. TESL-EJ10(2):1-18.
Huth, T.2011. Conversation analysis and language classroom discourse [J]. Language and Linguistics Compass5(5):297-309.
Iddings, C., Haught. J&Delvin, R.2005. Multimodal representations of self and meaning for second language learners in English-dominant classrooms [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.2005:22-54.
Ignatieva, R.P.2010. Positioning Teachers:A Discourse Analysis of Russian and American Teacher Identities in the Context of Changing National Assessment Mandates [D]. PhD Dissertation. Kent State University.
Johnson, M.2004. A Philosophy of Second Language Acquisition [M]. New Haven&London:Yale University Press.
John-Steiner, V.&Mahn, H.1996. Sociocultrual approaches to learning and development:A Vygotskian framework [J]. Educational Psychologist31(3/4):191-206.
Johnstone, B.1997. Language, culture and self in language learning [J]. CALR Occasional Papers in Language and Urban Culture (8):1-22.
Johnstone, B.2008. Discourse Analysis (2nd ed.)[M]. Oxford:Blackwell Publishing.
Jones, P.2005. Intersubjectivity and Learning:A Socio-semantic Investigation of Classroom Discourse [D]. PhD Dissertation. University of New South Wales.
Jordan, G.2004. Theory Construction in Second Language Acquisition [M]. Amsterdam:John Benjamins.
J(?)rgensen, M.&Phillips, L.2002. Discourse Analysis as Theory andMethod [M]. London:Sage Publications.
Kaplan, D.2004. The SAGE Handbook of Quantitative Methodology for the Social Sciences [M]. London: Sage Publications.
Koschmann, T.1999. Toward a dialogic theory of learning:Bakhtin's contribution to understanding learning in settings of collaboration [C]. In:Koschmann, T. ed. Proceedings of Computer Supported Collaborative Learning(CSCL-99). Palo Alto. CA:208-313.
Kostogriz, A.2005. Dialogical imagination of (inter) cultural spaces:Rethinking the semiotic ecology of second language and literacy learning [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.2005:189-210.
Kowal, M.&Swain, M.1994. Using collaborative language production tasks to promote students' language awareness [J]. Language Awareness(3):73-93.
Kozulin, A.2004. Vygotsky's theory in the classroom:Introduction [J]. European Journal of Psychology of Education. ⅩⅨ (1):3-7.
Kramsch, C.1995. Rhetorical models of understanding [C]. In:Miller, T. ed. Functional Approaches to Written Texts:Classroom Applications. Paris:USIS:61-78.
Kramsch, C.2000. Social discursive constructions of self in L2learning [C]. In:Lantolf, J.P. ed. Sociocultural Theory and Second Language Self in L2Learning. London:Oxford University Press:133-153.
Kramsch, C.2002. Language Learning and Language Socialization:Ecological Perspectives [C]. New York:Continuum.
Kubli, F.2005. Science teaching as a dialogue——Bakhtin, Vygotsky and some applications in the classroom [J]. Science&Education (14):501-534.
Kuhn, T.S.1962/1970. The Structure of Scientific Revolutions [M]. Chicago:University of Chicago Press.
Kumaravadivelu, B.1999. Critical classroom discourse analysis [J]. TESOL Quarterly33(3):453-484.
Kumaravadivelu, B.2006. Understanding Language Teaching:From Method to Postmethod[M]. Mahwah, NJ:Lawrence Erlbaum.
Lachmann, R.2004. Rhetoric, the dialogical principle and the fantastic in Bakhtin's thought [C]. In:Finn Bostad, et al. eds. Bakhtinian Perspectives on Language and Culture-Meaning in Language, Art and New Media. New York:Palgrave Maamillan:46-64.
Lahlali,2003. Moroccan Classroom Discourse And Critical Discourse Analysis:The Impact Of Social And Cultural Practice [D]. PhD Dissertation. The University of Leeds.
Lahteenmaki, M.1998. On meaning and understanding:A dialogical approach [J]. Dialogism (1):74-91.
Lahteenmaki, M.2001. Dialogue, Language and Meaning:Variations on Bakhtinian Themes [D]. PhD Dissertaion. University of Jyvaskyla.
Lantolf, J.P.1996. SLA theory building:"Letting all the flowers bloom."[J]. Language Learning (4):713-749.
Lantolf, J.P.2000. Sociocultural theory and second language learning [C]. Oxford:Oxford University Press.
Lantolf, J.P.2006. Sociocultural theory and second language learning:State of the art [J]. Studies in Second Language Acquisition28:67-109.
Lantolf, J.P.&Appel, G.1994. Vygotskian Approaches to Second Language Research [C]. Norwood, NJ: Ablex.
Lantolf, J.P.&Thorne, S.L.2006. Sociocultural Theory and the Genesis of Second Language Development [C]. Oxford:Oxford University Press.
Larsen-Freeman, D.2007. Reflecting on the Cognitive-Social Debate in Second Language Acquisition [J]. The Modern Language Journal91(1):773-787.
Lave, J.&Wenger, E.1991. Situated Learning:Legitimate Peripheral Participation [M]. New York: Cambridge University Press.
Leanne, D.T.2005. All the way with CDA:using critical discourse analysis to investigate the complexities of the classroom site [R]. Proceedings of the International Conference on Critical Discourse Analysis: theory into research In:International Conference on Critical Discourse Analysis:Theory into Research.15th-18th, November2005, Launceston, TAS, Australia.
Lee,Y.L.2010. The application of Bakhtian theory on second language reading comprehension:A qualitative case study [J/OL]. The Reading Matrix10(2):222-242.
Lee, J.J.2011. A Genre Analysis of Second Language Classroom Discourse:Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons [D]. PhD Dissertation. Georgia State University.
Leiman, M.1998. Words as inter subjective mediators in psychotherapeutic discourse:The presence of hidden voices in patient utterances [C]. In:Lahteenmaki, M.&Dufva, H. eds. Dialogues on Bakhtin: Interdisciplinary Readings. Jyvaskyla, Finland:Centre for Applied Language Studies:105-116.
Lemke, J.L.1985. Using language in the classroom [M]. Geelong, Victoria, Australia:Deakin University Press.
Lemke, J.L.1990. Talking Science:Language, Learning, and Values [M]. Norwood, NJ:Ablex.
Levin, D.M.1988. The Opening of Vision:Nihilism and the Postmodern Situation [M]. London:Routledge.
Libarkin, J.&Kurdziel, J.2001. Research methodologies in science education:assessing students' alternative conceptions [J]. Journal of Geoscience Education49:378-383.
Limpanitgul, T.2009. Methodological Considerations in a Quantitative Study Examining the Relationship between Job attitudes and Citizenship Behaviors [DB/OL].18th EDAMBA Summer Academy. Soreze, France. Cardiff University. http://www.sciencedirect.com,2011-09-16.
Lin, A.M.Y.&Luk, J.C.M.2005. Local creativity in the face of global domination:Insights of Bakhtin for teaching English for dialogic communication [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.77-98.
Linell, P.1998. Approaching Dialogue:Talk, Interaction and Contexts in Dialogical Perspectives [M]. Amsterdam:John Benjamins.
Linell, P.2003. What is Dialogism:Aspects and Elements of a Dialogical Approach to Language, Communication and Cognition [M]. Lecture first presented at Vaxjo University, October,2000. This version:2003-02-26.
Linell, P.2007. Dialogicality in languages, minds and brains:Is there a convergence between dialogism and neuro-biology?[J]. Language Sciences (29):605-620.
Llinares, A.&Morton, T.2010. Historical explanations as situated practice in content and language integrated learning [J]. Classroom Discourse1(1):46-65.
Long, M.H.&Sato, C.J.1983. Classroom foreigner talk discourse:Forms and functions of teachers' questions [C]. In:Selinger, H.&Long, M. eds. Classroom Oriented Research in Second Language Acquisition. Rowley, Mass.:Newbury House:268-287.
Luke, A.1996. Text and discourse in education:An introduction to critical discourse analysis [C]. In: Apple, M.W. ed. Review of Research in Education21. Washington, DC:American Educational Research Association:3-48.
Luke, A.2002. Beyond science and ideology critique:Developments in critical discourse analysis [J]. Annual Review of Applied Linguistics22:96-110.
Lyle, S.2010. Dialogic teaching:Discussing theoretical contexts and reviewing evidence from classroom practice [J]. Language and Education22(3):222-240.
Lynch, T.1991. Questioning roles in the classroom [J]. ELT Journal45(3):201-209.
Maguire, M.H.&Graves, B.2001. Speaking personalities in primary school children's L2writing [J]. TESOL Quarterly35(4):561-593.
Mandelker, A.1995. Bakhtin in contexts:Across the disciplines [C]. Illinois:Northwestern University Press.
Manjali, F.1999. Dialogics, or the dynamics of Intersubjectivity [J]. International Journal of Dravidian Linguistics28(2):127-134.
Marchenkova, L.A.2005a. Interpreting Dialogue:Bakhtin's Theory and Second Language Learning [D]. Master Dissertation. The Ohio State University.
Marchenkova, L.A.2005b. Language, Culture and Self:The Bakhtin-Vygotsky Encounter [C]. In:Hall, J.K, Vitanova, G.&Marchenkova, L. eds. Dialogue with Bakhtin on Second and Foreign Language Learning:New Perspectives. Mahwah, NJ:Laurence Erlbaum Associates:171-188.
Markee, N.P.1994. Toward an Ethnomethodological Respecification of Second-Language Acquisition Studies [C]. Tarone, E.E., Gass, S.M.&Cohen, A.D. Hillsdale, NJ:Lawrence Erlbaum:89-116.
Marton, F., Tsui, A.B.M., Chik, P.P.M. et al.2004. Classroom Discourse and the Space of Learning [C]. Mahwah, NJ:Lawrence Erlbaum Associates.
Mason, J.2002. Qualitative Researching (2nd ed.)[M]. Thousand Oaks, CA:Sage.
Mason, J.&Waywood, A.1996. The role of theory in mathematics education and research [C]. In:Bishop, A. et al. Lnternational Handbook of Mathematics Education. Dordrecht:Kluwer:1055-1089.
Matusov, E.L, Bell, X.S. Rogoff, B.1997. Collaboration and Assistance in Problem Solving By Children Differing In Cooperative Schooling Backgrounds [M]. Submitted.
McCarthy, M.1992/2002. Discourse Analysis for Language Teachers [M]. New York:Cambridge University Press.
McCathy, M., Matthiessen, C.&Slade, D.2002. Discourse analysis [C]. In:Schmitt, N. ed. An Introduction to Applied Linguistics. London:Arnold:55-73.
McGonigal, J.2004. Interactive or dialogic teaching? The case of the 'inspirational' teacher [J]. Westminster Studies in Education27(2):115-126.
McHoul, A.1978. The organization of turns at formal talk in the classroom [J]. Language in Society7:183-213.
McTear1975. Structure and Categories of Foreign Language Teaching Sequences [C]. In:Smith, F.&Miller, G. eds. The Genesis of Language:a Psycholinguistic Approach. Cambridge, Mass.:MIT Press.
Meadows, B.2009. An Ethnographically-sensitive Critical Discourse Analysis of The Reproduction of Nation, Power, and Privilege in an English Language Classroom [D]. PhD Dissertation. The University of Arizona.
Mehan, H.1979. Learning Lessons:Social Organization in the Classroom [M]. Cambridge, MA:Harvard University Press.
Mercer, N.1992. Task for teaching and learning [C]. In:Norman. K. ed. Thinking Voices:The Work of the NationalOracy Project. London:Hodder and Stoughton:215-223.
Mercer, N.1995. The Guided Construction of Knowledge:Talk Amongst Teachers and Learners [M]. Clevedon:Multilingual Matters.
Mercer, N.2005. Sociocultural discourse analysis:analysing classroom talk as a social mode of thinking [J].Journal of Applied Linguistics1(2):137-168.
Mercer, N.2010. The analysis of classroom talk:Methods and methodologies [J]. British Journal of Educational Psychology(80):1-14.
Mercer, N., Littleton, K.&Wegerif, R.2004. Methods for studying the processes of interaction and collaborative activity in computer-based educational activities [J]. Technology, Pedagogy and Education13(2):193-209.
Merriam, S.B.1998. Qualitative Research and Case Study Applications in Education [M]. San Francisco, CA:Jossey-Bass.
Meyer, C.F.2002. Functional grammar and discourse studies [C]. In:Barton, E.&Stygall, G. Discourse Studies in Composition. Cresskill, NJ, Hampton Press:71-75.
Moen, T.2005. Activity genre:a new approach to successful inclusive teaching [J]. Teachers and Teaching: Theory and Practice11(3):257-272.
Moraes, M.1996. Bilingual Education:A Dialogue with the Bakhtin Circle [M]. Albany, NY:State University of New York Press.
Morgan, B.2007. Poststructuralism and applied linguistics:Complementary approaches to identity and culture in ELT [C]. In:Cummins, J.&Davison, C. eds. International Handbook of English Language Teaching. New York:Springer:1033-1052.
Morgan, C.&Cain, A.2000. Foreign Language and Culture Learning from a Dialogic Perspective [M]. Clevedon:Multilingual Matters.
Morgan, G.&Smircich, L.1980. The Case for Qualitative Research [J]. The Academy Journal of Management Review5(4):491-500.
Mori, J.2002. Task design, plan, and development of talk-in-interaction:An analysis of a small group activity in a Japanese language classroom [J]. Applied Linguistics23(3):323-347.
Morson, G.&Emerson, C.1990. Mikhail Bakhtin:Creation of a Prosaics [M]. Standford:Standford University Press.
Mortimer, E.&Scott, P.2003. Meaning Making in Secondary Science Classrooms [C]. Buckingham:Open University Press.
Muchmore, J.A.2001. The story of "Anna":A life history study of the literacy beliefs and teaching practices of an urban high school English teacher [J]. Teacher Education Quarterly28(3):89-110.
Murchison, B.C.1998. Speech and the self-realization value [J]. Harvard Civil Rights-Civil Liberties Law Review33:443-503.
Nassaji, H.&Wells, G.2000. What's the use of'Triadic Dialogue'?:An investigation of teacher-student interaction [J]. Applied Linguistics (21):376-406.
Newman, D., Griffin, P.&Cole, M.1989. The Construction Zone:Working for Cognitive Change in School [M]. Cambridge:Cambridge University Press.
Nieto, C.H.G.2009. National Standards For the Teaching of English in Colombia:A Critical Discourse Analysis [D]. PhD Dissertation. The University of Arizona.
Nunan, D.1987. Communicative language teaching:Making it work [J]. ELT Journal41(2):136-145.
Nystrand, M.1997. Opening Dialogue:Understanding the Dynamics of Language and Learning in the English Classroom [M]. New York, NY:Teachers College Press.
Nystrand, M.2006. Research on the role of classroom discourse as it affects reading comprehension [J]. Research in the Teaching of English40(4):392-412.
Nystrand, M., Lawrence, L. W., Camoran. et. al.2001. Questions in time:Investigating the structure and dynamics of unfolding classroom discourse. CELA research report (No. CELA-RR-14005). Albany, NY:National research centre on English learning&achievement.
Ochsner, R.1979. A Poetics of Second-Language Acquisition [J]. Language Learning29(1):53-80.
Orton, J.2009. Fast goes west [C]. In:Bianco, J.B., Orton, J.&Yihong, G. China and English: Globalization and the Dilemmas ofLdentity. Bristol:Bristol Multilingual Matters Ltd:271-293.
Palmer, J.A.2001. Fifty Modern Thinkers of Education [M]. New York:Routledge.
Patton, M.Q.1987. Creative Evaluation (2nd ed.)[M]. Thousand Oaks, CA:Sage Publications.
Patton, M.Q.2002. Qualitative Research and Evaluation Methods (3rd ed.)[M]. Newbury Park, CA:Sage Publications.
Pavlenko, A.&Lantolf, J.P.2000. Second language learning as participation and the (re)construction of selves [C]. In:Lantolf, J.P.:155-177.
Payk, T.L.2006. A Conceptual Analysis of Research Literature on Teachers' Ideology and Literacy Practices:Extending the Dialogue through a Secondary Analysis of High School English as an Additional Language Contexts [D]. Master Dissertation. Brock University.
Peled-Elhann, N.&Blum-Kulka, S.2006. Dialogue in the Israeli classroom:types of teacher-student talk [J]. Language and Education20:110-127.
Pietikainen, S.&Dufva, H.2006. Voices in discourses:dialogism, critical discourse analysis and ethnic identity [J]. Journal of Sociolinguistics10:205-224.
Pike, K.L.1954/1967. Language in Relation to a Unified Theory of the Structure of Human Behavior [M]. The Hague, Netherlands:Mouton.
Platt, E.2005."Uh uh no hapana":Intersubjectivity, meaning and the self [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.:119-148.
Platt, E.&Brooks, F.B.1994. The acquisition-rich environment revisited [J]. The Modern Language Journal78:497-511.
Plaza, S.R.2010. Egalitarian dialogue and instrumental dimension. Two principles of dialogic learning in the classroom [J]. Psychology, Society&Education2(1):61-70.
Popper, K.1969. Conjectures and Refutations(3rd ed.)[M]. London:Routledge.
Powers, P.2001. The Methodology of Discourse Analysis [M]. Boston, MA:Jones&Barlett.
Prior, P.1998. Writing/Disciplinarity:A Sociohistoric Account of Literate Activity in the Academy [M]. Mahwah, NJ:Lawrence Erlbaum Associates.
Prior, P.2001. Voices in text, mind, and society:sociohistoric accounts of discourse acquisition and use [J]. Journal of Second Language Writing(10):1-27.
Rampton, B., Roberts, C., Leung, C.&Harris, R.2002. Methodology in the analysis of classroom discourse [J].Applied Linguistics23(3):373-392.
Readings, B.1996. The University in Ruins [M]. Cambridge, MA:Harvard University Press.
Reece, A.M.2009. A Critical Discourse Analysis of ELL Student and Teacher Interactions during Reading Comprehension Literacy Events in a Multilingual Classroom [D]. PhD Dissertation. University of Washington.
Renfrew, A.2006. Towards A New Material Aesthetics:Bakhtin, Genre and the Fates of Literary Theory [M]. Oxford:Legenda.
Renshaw, P.D.&van der Linden, J.2004. Curriculum as dialogue [C]. In:Terwel, J.&Walker, D. eds. Curriculum as a Shaping Force:Toward a principled approach in Curriculum Theory and Practice. Hauppauge, NY:Nova Science Publishers:17-32.
Rex, L.A.&Schiller, L.2009. Using Discourse Analysis to Improve Classroom Interaction [M]. New York: Routledge.
Richards, J.C., Platt, J.&Platt, H.2002. Longman Dictionary of Language Teaching&Applied Linguistics [M]. Beijing:Foreign Language Teaching and Research Press.
Roberts, WL.2010. Dialogic Interaction in Online Distance Education:A Bakhtian Perspective [R]. A capstone project for Master's in Distance Education. University of Maryland University College.
Rocco, T.S., Bliss, L.A., Gallagher, S. et. al.2003. Taking the Next Step:Mixed Methods Research in Organizational Systems [J]. Information Technology, Learning, and Performance Journal21(1):19-26.
Rockwell, E.2000. Teaching genres:A Bakhtinian approach [J]. Anthropology&Education Quarterley31 (3):260-282.
Rogers, R. Malancharuvil, B.E., Mosley, M. et al.2005. Critical discourse analysis in education:A review of the literature [J]. Review of Educational Research75(3):365-416.
Rogoff, B.2003. The Cultural Nature of Human Development [M]. New York:Oxford University Press.
Rojo, R.H.R.2000. Bakhtin Circle's Speech Genres Theory:Tools for a Transdisciplinary Analysis of Utterances in Didactic Practices [C]. In:Bazerman, C., Bonini, A.&Figueiredo, D.2009. eds. Genre in a Changing World. Indiana, Parlor Press:295-316.
Rommetveit, R.1974. On Message Structure:A Framework for the Study of Language and Communication [M]. New York:Wiley.
Rommetveit, R.1987. Meaning, context, and control:Convergent trends and controversial issues in current social-scientific research on human cognition and communication [J]. Inquiry30:79-99.
Rommetveit, R.1992. Outlines of a dialogically based social-cognitive approach to human cognition and communication [C]. In:Wold, A.H. ed. The Dialogical Alternative:Towards a Theory of Language and Mind. Oslo, Noruega:Scandinavian University Press:19-44.
Rust, V.D.2003. Method and methodology in comparative education [J]. Comparative Education Review47(3):3-7.
Rymes, B.2008. Classroom Discourse Analysis:A Tool for Critical Reflection [M]. Cresskill, N.J.: Hampton Press.
Saunders, M., Lewis, P.&Thornhill, A.2007. Research Methods for Business Students (4th ed.)[M]. London:Prentice Hall.
Savignon, S.J.&Sysoyev, P.V.2002. Sociocultural strategies for a dialogue of cultures [J]. The Modern Language Journal(4):508-524.
Savin-Baden, M.2008. Cutting Down Jungles ana Irrigating Deserts:Curricula as Spaces of Interruption?[R]. Keynote paper presented at Improving Student Learning Symposium. University of Durham.1st-3rd September.
Sawchuk, P.2003. Informal Learning as a Speech-Exchange System:Implications for Knowledge Production, Power and Social Transformation [J]. Discourse and Society14(3):291-307.
Scherer, G.A.C.&Wertheimer, M.1964. A Psycholinguistic Experiment in Foreign-Language Teaching [C]. New York:McGraw-Hill Book Company.
Schmidt, R.&Frota, S.1986. Developing basic conversational ability in a foreign language:A case study of an adult learner of Portuguese [C]. In:Day, R. Talking to Learn:Conversation in second language acquisition. Rowley, MA:Newbury House:237-326.
Scott, P., Mortimer, E.&Aguiar, O.G.2006. The Tension Between Authoritative and Dialogic Discourse:A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons [J]. Science Education90:605-631.
Searle, C.1999. The Quality of Qualitative Research [M]. London:Sage.
Seedhouse, P.1997. The case of the missing "NO":the relationship between pedagogy and interaction [J]. Language Learning4(3):547-583.
Seedhouse, P.2004. The Interactional Architecture of the Language Classroom:A Conversation Analysis Perspective [M]. MA:Blackwell.
Seedhouse, P.2010. Locusts, snowflakes and recasts:complexity theory and spoken interaction [J]. Classroom Discourse1(1):4-24.
Seliger, H.W.1983. Learner interaction in the classroom and its effect on language acquisition [C]. In: Seliger, H.W.&Long, M. H. eds. Classroom-Oriented Research in Second Language Acquisition. Rowley, MA:Newbury House:246-267.
Shields, R.1996. Meeting or mis-meeting? The dialogic challenge to Verstehen [J]. British Journal of Sociology47(2):275-294.
Silverman, D.1993. Interpreting Qualitative Data, Methods for Analysing Talk,Text, and Interaction [M]. Thousand Oaks, CA:Sage.
Silverman, D.1997. Part1, Section1:The Logics of Qualitative Research [C]. In:Miller, G.&Dingwall, R. Context and Method in Qualitative Research. London:Sage:12-25.
Simpson, L.&Clan, S.2001. Developing Classroom Discourse With Young Aboriginal Literacy Learners [J]. Australian Journal of Teacher Education26(1):1-10.
Sinclair, J.M.2004. Trust the Text:Language, Corpus and Discourse [M]. London:Routledge.
Sinclair, J.M.&Coulthard, R.M.1975. Towards an Analysis of Discourse:the English Used by Teachers and Pupils [M]. Oxford:Oxford University Press.
Smit, U.2010. English as a Lingua Franca in Higher Education. A Longitudinal Study of Classroom Discourse [M]. Berlin:Mouton de Gruyter.
Spratt, M.2005. Washback and the Classroom:The Implications for Teaching and Learning of Studies of Washback from Exams [J]. Language Teaching Research9(1):5-29.
Strauss, A.&Corbin, J.1990. Basics of Qualitative Research:Grounded Theory Procedures and Techniques [C]. Newbury Park, CA:Sage Publications.
Stubbs, M.1983a. Language, Schools and Classrooms [M]. London:Routledge.
Stubbs, M.1983b. Discourse Analysis:the Sociolinguistic Analysis of Natural Language [M]. Oxford: Blackwell.
Sutton, P.&Gill, W.2010. Engaging feedback:meaning, identity and power [J]. Practitioner Research in Higher Education.4(1):3-13.
Swain, M.2000. The output hypothesis and beyond:Mediating acquisition through collaborative dialogue [C]. In:Lantolf, J.P. Sociocultural Theory and Second Language Learning. Oxford:Oxford University Press:97-114.
Swain, M.2005. The output hypothesis:Theory and research [C]. In:Hinkel, E. The Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ:Erlbaum:471-483.
Swain, M.&Deters, P.2007."New" mainstream SLA theory:expanded and enriched [J]. The Modern Language Journal(91):820-836.
Swain, M.&Lapkin, S.1998. Interaction and second language learning:Two adolescent French immersion students working together [J]. The Modern Language Journal82:320-337.
Tang, M.C.2004. An Investigation into the Language Used in Meetings:Applying Discourse Analysis to English Panel Meetings in a Hong KongSchool[D]. Master Dissertation. University of Hong Kong.
Tannen, D.1981. Analyzing Discourse. Text and Talk[C]. Washington, D.C.:Georgetown University Press.
Thorns, J.J.2008. Teacher-initiated Talk and Student Oral Discourse in A Second Language Literature Classroom:A Soicocultural Analysis [D]. PhD Dissertation. The University of Iowa.
Thornbury, S.1996. Teachers research teachers talk [J]. ELT Journal10(4):279-287.
Threadgold, T.2000. Poststructuralism and discourse analysis [C]. In:Lee, A.&Poynton, C. eds. Culture and Text:Discourse and Methodology in Social Research and Cultural Studies. St Leonards, NSW: Allen and Unwin:40-58.
Tiede, K.D.1996. Appropriating the Discourse of Science:A Case Study of a Grade Eight Science Class [D]. PhD Dissertation. Canada:University of Toronto.
Tsui, A.B.M.2008. Classroom Discourse:Approaches and Perspectives [C]. In:Cenoz, J.&Hornberger, N.H. eds. The Encyclopaedia of Language and Education6:Knowledge About Language:261-272. New York:Springer.
Turner, R.2010. Classroom discourse through many lenses:Applying theories of discourse analysis to the study of classroom language and literacy practices [J]. American Speech85(2):256-260.
Tyson, L.2006. Critical Theory Today:A User-friendly Guide [M]. New York:Routledge.
Valdes, G.2004. The teaching of academic language to minority second language learners [C]. In:Ball, A.F.&Freedman, S.W eds. Bakhtinian Perspectives on Language, Literacy and Learning. Cambridge:Cambridge University Press:65-98.
van Compernolle, R.A.2010. Incidental microgenetic development in second-language teacher-learner talk-in-interaction [J]. Classroom Discourse1(1):66-81.
van Dijk, T.A.1974. Philosophy of Action and Theory of Narrative [Z]. A seminar held at the University of Amsterdam in early1974.
Van Dijk, T.2001. Critical discourse analysis [C]. In:Schiffrin, D., Tannen, D&Hamilton, H. eds. The Handbook of Discourse Analysis. Malden, MA:Blackwell:352-371.
van Lier, L.1996.Interaction in the Language Curriculum:Awareness, Autonomy, and Authenticity [M]. London&New York:Longman.
van Lier, L.1988. The Classroom and the Language Learner:Ethnography and Second-Language Classroom Research [M]. Harlow:Longman.
van Lier, L.2000. From input to affordance:Social-interactive learning from an ecological perspective [C]. In:Lantolf, J.P.2000:245-259.
van Lier, L.2002. An ecological-semiotic perspective on language and linguistics [C]. In:Kramsch, C. ed. Language Acquisition and Language Socialization:Ecological Perspectives. London&New York: Continuum:140-164.
VanPatten, B.&Williams, J.2007. Theories in Second Language Acquisition:An introduction [C]. Mahwah, NJ:Lawrence Erlbaum.
Vitanova, G.2005. Authoring the self in a non-native language:A dialogic approach to agency and subjectivity [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.:149-169.
Vitanova, G.2010. Authoring the Dialogic Self:Gender, Agency and Language Practices [M]. Amsterdam: John Benjamins.
Voloshinov, V.N.1973. Discourse in life and discourse in poetry [C]. In:Matejka, L.&Titunik, I.R. trans. Marxism and the Philosophy of Language. Cambridge:Harvard University Press.
Vygotsky, L.S.1962. Thought and Language [M]. Cambridge, MA:MIT Press.
Vygotsky, L.S.1978. Mind in society:The Development of Higher Psychological Processes [M]. Cambridge, MA:Harvard University Press.
Vygotsky, L.S.1981. The Genesis of Higher Mental Functions [C]. In:Wertsch, J. V. trans. The Concept of Activity in Soviet Psychology. Armonk, NY:M.E. Sharpe:147-188.
Vygotsky, L.S.1986. Kozulin, A. trans. Thought and Language [M]. Cambridge, MA:MIT Press.
Wake, B.J.2006. Dialogic Learning in Tutorial Talk:A Case Study of Semiotic Mediation As a Learning Resource for Second Language International Students [D]. PhD Dissertation. The University of Adelaide.
Wallace, W.L.1971. The Logic of Science in Sociology[M]. Chicago:Aldine.
Walsh, S.2002. Construction or obstruction:Teacher talk and learner involvement in the classroom [J]. Language Teaching Research6(1):3-23.
Walsh, S.2006a. Talking the talk of the TESOL classroom [J]. ELT Journal60(2):133-141.
Walsh, S.2006b. Investigating Classroom Discourse [M]. London:Routledge.
Walsh, S.2011. Exploring Classroom Discourse:Language in Action [M]. London:Routledge.
Wang, L.C.2007. No Talking:Peer Talk in A Mandarin-English Bilingual Taiwanese Preschool [D]. PhD Dissertation. Kent State University.
Waring, H.Z.2008. Using explicit positive assessment in the language classroom:IRF, feedback, and learning opportunities [J]. The Modern Language Journal92(4):577-594.
Watson-Gegeo, K.A.2004. Mind language, and epistemology:Toward a language socialization paradigm for SLA [J]. Modern Language Journal88:331-350.
Wee, J.2010. Literature Discussion As Positioning:Examining Positions in Dialogic Discussions in a Third-grade Classroom [D]. PhD Dissertation. The Ohio State University.
Wegerif, R.2006. Dialogic education:what is it and why do we need it?[J]. Education Review19(2):58-67.
Wegerif, R.2007. Dialogic Education and Technology:Expanding the Space of Learning (1st ed.)[M]. New York:Springer.
Wells, G.1989. Language in the classroom:Literacy and collaborative talk [J]. Language and Education3(4):251-273.
Wells, G.1993. Reevaluating the IRF sequence:A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom [J]. Linguistics and Education (5):1-37.
Wells, G.1994. Learning and Teaching "Scientific Concepts":Vygotsky's Ideas Revisited[R]. Presented at the Conference "Vygotsky and the Human Sciences". Moscow. September,1994.
Wells, G.1996. Using the tool-kit of discourse in the activity of learning and teaching [J]. Mind, Culture ana Activity-3(2):74-101.
Wells, G.1999a. Dialogic Inquiry:Towards A Socialcultural Practice and Theory of Education [M]. New York:Cambridge University Press.
Wells, G.1999b. Action, Talk, and Text:The Case for Dialogic inquiry [DB/OL] http://people.ucsc.edu/-gwells/Files/Papers Folder/ATT.theorv.pdf.2009-05-01.
Wells, G.2000. Dialogic inquiry in education:building on the legacy of Vygotsky [C]. In:Lee, C.D.&Smagorinsky, P. eds. Vygotskian Perspectives on Literacy Research:Constructing Meaning Through Collaborative Inquiry. England:Cambridge&New York:Cambridge University Press:51-85.
Wells, G.2002. The role of dialogue in activity theory [J]. Mind, Culture, and Activity9:43-66.
Wells, G.2006. The language experience of children at home and at school [C]. In:Cook-Gumperz, J. The Social Construction of Literacy (2nd ed.). Cambridge, Cambridge University Press:76-109.
Wells, G.2010. Dialogic Inquiry:Toward a Sociocultural Practice and Theory of Education [DB/OL].外语教学与研究出版社,剑桥大学出版社http://en.wikipedia.org/wiki/Dialogue,2011-12-06.
Wenger, E.1998. Communities of Practice:Learning, Meaning and Identity [M]. Cambridge:Cambridge University Press.
Wertsch, J.V.1990. Dialogue and dialogism in a socio-cultural approach to mind [C]. In:Markova, I.&Foppa, K. eds. The Dynamics of Dialogue. New York:Harvester Wheatsheaf:62-82.
Wertsch, J.V.1991. Voices of the Mind:A Sociocultural Approach to Mediated Action [M]. Cambridge, MA: Harvard University Press.
Wertsch, J.V.1998. Mind as Action [M]. New York:Oxford University Press.
Wertsch, J.V.&Smolka, A.L.1993. Continuing the dialogue:Vygotsky, Bakhtin, and Lotman [C]. In: Daniels, H. ed. Charting the Agenda:Educational Activity after Vygotsky. New York, Routledge:69-92.
White, E.J.2007. Assessment as Aesthetic Activity:A Bakhtinian Approach'. Creativity, Enterprise and Policy-New Directions in Education [DB/OL]. Conference of the Philosophy of Education Society of Australasia. The Open Polytechnic of New Zealand.6th-9th December,2007. http://www/pesa.org.au/html/documents/2007-papers/White.%20Jayne.pdf.2009-05-01.
White, E.J.2009. Assessment in New Zealand Early Childhood Education:A Bakhtinian Analysis of Toddler Metaphoricity [D]. PhD Dissertation. Monash University.
Wikipedia.2010. Dialogue [DB/OL]. http://en.wikipedia.org/wiki/Dialogue,2010-07-20.
Wilkinson, E.R.&Silliman, L.C.2000. Classroom Language and Literacy Learning [C]. In:Kamil, M. Pearson, P.D.&Barr, R. eds. Handbook of Reading Research3:337-360. Mahweh, NJ:Erlbaum.
Wodak, R.2001. What CDA is about-a summary of its history, important concepts and its developments [C]. In:Wodak, R.&Meyer, M. eds. Methods of Critical Discourse Analysis. London:Sage Publications:1-13.
Wong, S.2006. Dialogic Approaches to TESOL:Where the Ginkgo Tree Grows [M]. Mahwah, NJ: Lawrence Erlbaum Associates.
Wood, L.A.&Kroger, R.O.2000. Doing Discourse Analysis:Methods for Studying Action in Talk and Text [C]. Thousand Oaks, CA:Sage Publications.
Wooffitt, R.2005. Conversation Analysis and Discourse Analysis:A Comparative and Critical Introduction [M]. Thousand Oaks, CA:Sage.
Young, R.1999. Sociolinguistic Approaches to SLA [J]. Annual Review of Applied Linguistics19:105-32.
Young, R.F.&Nguyen, H.T.2002. Modes of meaning in high school science [J]. Applied Linguistics23(3):348-372.
Yu Weihua2009. An Analysis of College English Classroom Discourse [DB/OL]. Asian Social Sicence5(7):152-159. www.ccsenet.org/journal.html,2012-01-06.
Yiisel, D.2009. A Bakhtian understanding of social constructivism in language teaching [J]. Journal of Language and Linguistic Studies5(1):1-10.
Zack, V.&Graves, B.2001. Making Mathematical Meaning Through Dialogue:"Once you think of it, the z minus three seems pretty weird"[J]. Educational Studies in Mathematics46:229-271.
Zanoni, J.P.2008. Dialogue and Hegemony:Sociolinguistic Analysis of'Charlas'For Critique and Praxis [J]. Mediterranean Journal of Educational Studies13(1):39-58.
Zuengler, J.&Cole, K.M.2007. The Research Process in Classroom Discourse Analysis:Current Perspectives [C]. Mahwah, NJ:Lawrence Erlbaum Assocociates.
Zuengler, J.&Miller, E.R.2006. Cognitive and sociocultural perspectives:Two parallel SLA worlds?[J]. TESOL Quarterly40:35-58.
Zuengler, J.&Mori, J.2002. Microanalyses of Classroom Discourse:A Critical Consideration of Method [J]. Applied Linguistics23(3):283-288.
巴赫金1998.巴赫金全集(第一至第六卷)[C].钱中文主编,晓河、白春仁等译.石家庄：河北教育出版社.
白春仁1998.巴赫金——求索对话思维[J].文学评论(5)：101-108.
布宁(英)、余纪元2001.西方哲学英汉对照辞典[Z].北京：人民出版社.
曹文彪2011.概念、命题及理论——简论学术成果的三要素[DB/OL].http://lib.zjdx.gov.cn/zdnews/view.asp?id=1497,2012-03-10.
陈红2009.教改背景下的大学英语教师教学信念体系的构想与设计[J].外语与外语教学(12)：27-29.
陈蕾2007.教育研究中的解释学取向[J].煤炭高等教育(5)：106-108.
陈美心1997.情景教学法在小学英语对话教学中的应用[J].教育评论(5)：72.
陈太胜2000.巴赫金对话理论的人文精神[J].学术交流(1):108-114.
陈向明2000.质的研究方法与社会科学研究[M].北京：教育科学出版社.
陈小玲2007.师生话语权丧失及其原因分析[D].华南师范大学.硕士论文.
程晓堂2009.英语教师课堂话语分析[M].上海：上海外语教育出版社.
戴曼纯2010.二语习得研究理论建设几个核心问题[J].外语与外语教学(5):49-52.
戴炜栋、张雪梅2001.探索有中国特色的英语教学理论体系——思考与建议[J].外语研究(2):1-4+80.
戴炜栋、王雪梅2006.建构具有中国特色的外语教育体系[J].外语界(4):2-12.
董明2004.大学英语课堂“生生互动”模式初探[J].外语与外语教学(5):30-33.
董小英1994.再登巴比伦塔：巴赫金与对话理论[M].北京：三联书店.
段建军、陈然兴2008.人，生存在边缘上——巴赫金边缘思想研究[M].北京：人民出版社.
范文芳、马靖香2011.中国英语课堂上的IRF会话结构与交际性课堂教学模式研究[J].中国外语(1):65-71.
丰国欣2008.第二语言认知协同论[M].北京：高等教育出版社.
冯茁2008.论教育场域中的对话——基于教师视角的哲学解释学研究[D].博士论文.东北师范大学.
傅利2007.英语作为外语的课堂问答话语语用研究[D].上海外国语大学.
高秉江2005.胡塞尔与西方主体主义哲学[M].武汉：武汉大学出版社.
高一虹2007.“想象共同体”与语言学习[J].中国外语(5):47-52.
高一虹、周燕2009.二语习得社会心理研究：心理学派与社会文化学派[J].外语学刊(1):123-128.
高瑛2009.认知与社会文化视域下的课堂互动话语研究述评[J].外语教学理论与实践(4):76-83.
辜筠芳2009.哈贝马斯规范语用学视野下的课堂对话研究[D].博士论文.华东师范大学.
郭春燕2010.对话语篇的整合研究[D].博士论文.黑龙江大学.
郝鸿耀2011.大学英语课堂教学实效性研究[D].博士论文.上海外国语大学.
何安平2003.基于语料库的英语教师话语分析[J].现代外语(2):161-170.
何安平2011.短语理论视角下的英语教师课堂话语探究[J].外语教学理论与实践(3):23-29.
何克抗、郑永柏、谢幼如2002.教学系统设计[M].北京：北京师范大学出版社.
胡漫2010.作为话语类型的“狂欢”——巴赫金狂欢化理论的语言解读[D].硕士论文.华中师范大学.
胡青球2007.中外教师英语课堂话语对比分析——个案研究[J].国外外语教学(1):32-37.
胡青球2011.国外二语/外语课堂教师重述式反馈研究综述[J].外语教学理论与实践(3):30-34.
胡青球、埃德·尼可森、陈炜2004.大学英语教师课堂提问模式调查分析[J].外语界(6):22-27.
胡越竹2005.外语课堂语言错误的纠正[D].博士论文.上海外国语大学.
黄国文1987.语篇分析概要[M].长沙：湖南教育出版社.
黄小苹2006.课堂话语微观分析：理论，方法与实践[J].外语研究(5):53-57.
黄忠敬2001.教学理论：走向交往与对话的时代[J].教育理论与实践(7):33-35.
霍红斌1996.小学英语的对话教学[J].中国电化教育(3):37-39.
季水河、刘中望2004.巴赫金学术思想国际研讨会综述[J].文学评论(5):189-191.
纪卫宁、辛斌2009.费尔克劳夫的批评性话语分析思想论略[J].外国语文25(6):21-25.
贾爱武1999.语言课堂话语模式的分析与改进[J].解放军外国语学院学报(4):72-73.
贾丹2010.反思法视角下的口译课堂教学教师发展研究[D].上海外国语大学.
蒋景阳2010.英语作为外语教学的课堂中非刻意负反馈作用的研究[D].上海外国语大学.
金生鈜1997.理解与教育———走向哲学解释学的教育哲学导论[M].北京：教育科学出版社.
康建琴2004.对话教学：内涵、特征与原则[J].山西财经大学学报(高等教育版)(9):46-48.
康艳、程晓堂2011.外语教师课堂话语功能新框架[J].外语教学理论与实践(3):7-14.
克拉克、霍奎斯特1992.米哈依尔·巴赫金(语冰译)，北京：中国人民大学出版社.
克拉克、霍奎斯特2000.米哈伊尔·巴赫金[M].语冰译.北京：中国人民大学出版社.李斌.2001.巴赫金的话语理论及其对批判学派的贡献[J].传播论坛(6):64-69.
李冲锋、许芳2003.对话：后现代课程的主题词[J].全球教育展望(2):48-53.
李华2007.从话语分析理论的发展看国内教师话语的研究[J].外语界(5):83-90.
李怀祖2000.管理研究方法论[M].西安：西安交通大学出版社.
李美霞2005.西方语言学界话语类型研究述评[J].外语教学(1):5-9.
李庆生、孙志勇2011.课堂提问：是获取信息还是挑战？——对大学英语课堂中教师提问功能的会话分析[J].中国外语(1):58-64.
李曙光2005.巴赫金超语言学理论的重新语境化及其在书面新闻语篇分析中的应用[D].博士论文.南京师范大学.
李曙光2007.语篇对话性与英语书面新闻语篇分析[J].外语学刊(6):109-114.
李素枝2008.中外教师课堂话语策略对比[J].西安外国语大学学报(1):56-59.
李晓红2010.主体间性维度下的对话教学与意义生成[J].河北理工大学学报(社会科学版)(2):60-77.
李战子1996.从会话分析看英语口语课课堂活动[J].外语界(2):18-25.
梁庆标2011.对话中的身份建构——君特·格拉斯《剥洋葱》的自传叙事[J].国外文学(1):76-81.
梁文霞2007.英语课堂学生小组对话中的话语共建[J].解放军外国语学院学报(1):42-46.
廖慈惠2009.对话性的流变——从苏格拉底到巴赫金[J].湖南工业大学学报(社会科学版)(3):40-43.
寮菲、冯晓媛2005.英语课堂话语的认知语境与实际效果分析[J].外语教学(1):1-6.
林聚任2004.社会科学研究方法[M].济南：山东人民出版社.
林正军、刘永兵、王冰2009.国内英语课堂话语研究的现状与展望[J].西安外国语大学学报(1):100-104.
林正军、周沙2011.中国英语课堂教师反馈语的类型与特征研究[J].外语教学理论与实践(3):15-22+34.
凌建侯1999.话语的对话本质——巴赫金对话哲学与话语理论关系研究[D].博士论文.北京外国语大学.
凌建侯2007.巴赫金哲学思想与文本分析法[M].北京：北京大学出版社.
刘家荣、蒋宇红2004.英语口语课堂话语的调查与分析——个案研究[J].外语教学与研究(4):285-291.
刘康1994.一种转型期的文化理论——论巴赫金对话主义在当代文论中的命运[J].中国社会科学(2):161-176.
刘全国2007.三语环境下外语教师课堂语码转换研究[D].博士论文.西北师范大学.
刘如珍2006.戏仿——一种难以同避的话语表达方式[J].艺苑(5):50-51.
刘学惠2005.课堂环境下的第二语言习得：理论框架与分析单位[J].外语与外语教学(10):54-58.
刘学惠2006.英语师范生课堂话语的建库、分析和应用[J].外语电化教学(5):41-45.
刘永兵2010.西方二语习得理论研究的两种认识论取向[J].东北师大学报(哲学社会科学版)(4):86-92.
刘永兵、王冰2008.国外课堂研究的两种取向[J].中小学英语教学与研究(8):5-9.
刘永兵、张会平2010.基于语料库的中学英语课堂的规约话语研究[J].外语与外语教学(4):14-18.
刘永兵、张会平2011.中学英语教师课堂话语语法复杂度——一项基于课堂话语语料库的对比研究[J].外语电化教学(3):22-27+37.
罗贻荣2006.走向对话:文学·自我·传播[M].北京：中国社科科学出版社.
罗颖1999.利用语料库分析中学英语课堂提问技巧[J].国外外语教学(4):26-31.
吕涛http://wenku.baidu.com/view/8541994cf7ec4afe04a1df80.htm[DB/OL].2012-02-16.
吕文彦、王景2008.对话——新型师生关系的真谛[J].教学与管理(2):31-32.
马瑞香2008.外语教学的哲学思考[J].外语学刊(3):127-130.
梅兰2001.国外巴赫金研究概况[J].外国文学研究(4):1-7.
梅兰2005.巴赫金哲学美学和文学思想研究[M].武汉：华中科技大学出版社.
莫嘉丽2006.试论《突然我记起你的脸》的复调艺术[J].华南师范大学学报(社会科学版)(2):142-144.
慕君2006.阅读教学对话研究[D].博士论文.华东师范大学.
宁一中2006.他者不仅仅是镜子——巴赫金及巴赫金的主要理论贡献[DB/OL].华南师范大学外国语言文化学院在线http://sfs.scnu.edu.cn/show.aspx?id=716&cid=15,2009-03-27.
庞继贤、吴薇薇2000.英语课堂小组活动实证研究[J].外语教学与研究(6):424-430+478.
彭秀平2005.质的研究访谈法评介[J].社会科学家S1:534-535.
邱戈2010.从对话伦理想象传播的德性——哈贝马斯、阿佩尔和巴赫金对话思想的比较与思考[J].
浙江大学学报(人文社会科学版)(8):46-54.
沈华柱2005.对话的妙悟：巴赫金语言哲学思想研究[M].上海：上海三联文化传播有限公司.
沈晓敏2005.对话教学的意义和策略[D].博士论文.华东师范大学.
石云章2008.中国外语学习者课堂内外英语交际意愿研究[D].博士论文.山东大学.
束定芳2005.外语教育往事谈(第二辑)[M].上海：上海外语教育出版社.
束定芳、华维芬2009.中国外语教学理论研究(1949-2009)[M].上海：上海外语教育出版社.
孙建军2008.语文对话教学[M].上海：复旦大学出版社.
谭芳、刘永兵2010.语言、文化、自我——论巴赫金与维果斯基理论核心思想之“殊途同归”[J].外语研究(3):40-45.
谭芳、刘永兵2011.对话符号与习得——巴赫金与二语习得研究综述[J].外语研究(3):17-24.
王初明2000.语言学和第二语言习得[M].北京：外语教学与研究出版社.
王铭玉2010.符号的性质及对话理论——巴赫金思想研究[J].外语学刊(6):151-155.
王向华2009.对话教育论纲[M].北京：教育科学出版社.
王银泉1999.第33界国际英语教师协会(IATEFL)年会侧记[J].外语界(2):54-55.
王永祥2009.主体间性外语教学模式的构建[D].博士论文.南京师范大学.
文秋芳2008.评析二语习得认知派与社会派20年的论战[J].中国外语(3):13-20.
吴宗杰1994.外语课堂话轮类型析[J].外语教学与研究(2):1-6.
吴遵民2006.当代国际课堂教学改革的发展动向及启示[J].中小学教育(8):1-24.
夏甄陶2000.人是什么[M].北京：商务印书馆.
咸修斌、孙晓丽2007.自然模式亦或教学模式——基于大学英语优秀教师课堂话语语料的分析[J].外语与外语教学(5):37-41.
萧净宇2007.超越语言学——巴赫金语言哲学研究[M].上海：上海人民出版社.
谢文怡2005.从英语语音谈教师话语的调整[J].外语电化教学(6):65-68.
辛斌2002.巴赫金论语用:言语、对话、语境[J].外语研究(4):6-9.
辛斌2005.批评语言学：理论与应用[M].上海：外语教育出版社.
徐尔清、应惠兰2002.《新编大学英语》课堂会话研究[J].外语与外语教学(3):24-27.
徐海铭、罗杏焕2006.走出认知传统樊篱重构二语习得模式——评MarysiaJohnson《二语习得之哲学》[J].外语学刊(5):107-111.
徐英2003.外语课堂教师礼貌情况调查分析[J].外语教学与研究(1):62-68+81.
许峰2003.大学英语课堂提问的调查与分析[J].国外外语教学(3):30-34.
许丽莹2008.中国大学英语课堂中的对话教学[D].博士论文.上海外国语大学.
闫涛2011.中国英语教师课堂元话语研究[D].博士论文.上海外国语大学.
杨慧林2001.文学批评中的关键词详解[DB/OL].http://www.literature.org.cn/article.aspx?id=7410,2012-01-03.
杨雪燕2007.外语教师课堂提问策略的话语分析[J].中国外语(1):50-56.
叶浩生2007.客观主义与建构主义：对立及其超越[J].自然辩证法研究23(9):75-79.
于元芳2010.中国英语学习者外语学习认知与策略研究[M].长春：东北师范大学出版社.
于元芳、刘永兵2009.对二语学习策略理论的验证性研究——兼谈本土外语学习理论之必要[J].中国外语(4):83-89.
袁方2000.社会研究方法教程[M].北京：北京大学出版社.
岳伟、王坤庆2004.主体间性：当代主体教育的价值追求[J].华东师范大学学报(教育科学版)(2):1-6+36.
战菊2010.大学英语教师的叙事分析：信念及其构建[J].中国外语(5):68-76.
张会平、刘永兵2010.基于语料库的中学英语教师课堂话语标记语研究[J].外语教学与研究42(5):356-363.
张莉2008.误读与对话理论、阐释学和权力话语[J].西安外国语大学学报16(2):31-34.
张莲2009.问答、交互与课堂话语——一位高校英语专业教师的课堂话语个案分析报告[J].中国外语教育(季刊)2(2):56-64.
张敏2002.从自然言语与教师话语的风格差异谈教师话语的效能[J].外语教学(4):41-44.
张雪2006.对话体语篇分析[D].博士论文华东师范大学.
张增田2005.对话教学研究[D].博士论文.西南师范大学.
张增田、靳玉乐2004.论新课程背景下的对话教学[J].西南师范大学学报(5):77.张征2011.英语课堂多模态读写能力实证研究[D].博士论文.山东大学.
赵晨2004.基于语料库的英语课堂会话中的修正片段研究[J].现代外语(4):402-409+438.
赵虹元、刘义兵2007.基于对话学习的课堂文化建设[J].中国教育学刊(12):56-59.
赵晓红1998.大学英语阅读课教师话语的调查与分析[J].外语界(2):17-22.
中国社会科学院语言研究所词典编辑室2005.现代汉语词典(第5版)[Z].北京：商务印书馆.
周红2001.谈英语阅读课中的提问[J].解放军外国语学院学报24(3):65-68.
周军平2006.教师话语与第二语言习得[J].外语教学(3):69-73.
周宪1997/2004.20世纪西方美学[M].北京：高等教育出版社.
周星、周韵2002.大学英语课堂教师话语的调查与分析[J].外语教学与研究(1):59-68.
朱志勇2005.教育研究方法论范式与方法的反思[J].教育研究与实验(1):7-12.
邹为诚、赵飞2008.论二语习得的理论建设——兼评《二语习得之问题》[J].中国外语(4):46-56.
佐藤学(日)2003.课程与教师[M].钟启泉(译).北京：教育科学出版社.
佐藤学(日)2006.课程与教师[M].钟启泉(译).北京：教育科学出版社.
Alanen, R.2003. A Sociocultural Approach to Young Language Learners Beliefs about Language Learning [C]. In:Kalaja, P.&Barcelos, A.M.F. eds. Beliefs about SLA:New Research Approaches. Dordrecht: Kluwer:55-85.
Alexander, R.2000. Culture and Pedagogy:International Comparisons in Primary Education [M]. Oxford:Blackwell.
Alexander, R.2004. Towards Dialogic Teaching:Rethinking Classroom Talk (3rd ed.)[M]. Cambridge: Dialogos.
Alexander, R.2005. Culture, Dialogue and Learning:Notes on An Emerging Pedagogy [R]. Education, Culture and Cognition:Intervening for Growth. International Association for Cognitive Education and Psychology (IACEP)10th International Conference. UK:University of Durham.10th-14th July,2005:1-21.
Alexander, R.2008a. Culture, Dialogue and Learning:Notes on an Emerging Pedagogy [C]. In:Mercer, N.&Hodgkinson, S. eds. Exploring Talk in School. London, Sage Publications:99-114.
Alexander, R.2008b. Essays on Pedagogy [M]. London:Routledge.
Alexander, R.2008c. Towards Dialogic Teaching:Rethinking Classroom Talk (4th ed.)[M]. Thirsk: Dialogos.
Allright, D.&Bailey, K.1991. Focus on the Language Classroom:An Introduction to Classroom Research for Language Teachers [M]. Cambridge:Cambridge University Press.
Allwright, D.1988. Observation in the Language Classroom [M]. London:Longman.
Alr(?), H.&Skovsmose,O.2004. Dialogue and Learning in Mathematics Education-Intention, Reflection, Critique [C]. Netherlands, Dordrecht:Kluwer Academic Publishers.
Amhag, L.&Jackobsson, A.2009. Collaborative learning as a collective competence when students use the potential of meaning in asynchronous dialogues [J]. Computers&Education52:656-667.
Andrawiss, H.2004. Cultural Dimensions of Foreign Language Learning:A Sociocultural Perspective [D]. PhD Dissertation. The Pennsylvania State University. Academic Publishers:55-85.
Anton, M.1999. The discourse of a learner-centered classroom:Sociocultural perspectives on teacher-learner interaction in the second-language classroom [J]. The Modern language Journal83 (ⅲ):303-318.
Arksey, H.&Knight, P.1999. Interviewing for Social Scientists [C]. London:Sage Publications.
Asma, A.M.2010. Characterising the Dialogicity of Classroom Talk:Theoretical and Empirical Perspectives [D]. The University of Leeds.
Bahari, S.F.2010. Qualitative Versus Quantitative Research Strategies:Contrasting Epistemological And Ontological Assumptions [J]. Jurnal Teknologi(Sains Social)52Mei:17-28.
Bakhtin, M.M.1981. The Dialogic Imagination:Four Essays [M]. Emerson, C.&Holquist, M. trans. Holquist, M. ed.. Austin, TX:University of Texas Press.
Bakhtin, M.M.1984. Problems of Dostoevsky's Poetics,[M]. Emerson, C.ed.&trans. Minneapolis: University of Minnesota Press.
Bakhtin, M.M.1986. The problem of speech genre [C]. In:Emerson, C.&Holquist, M. eds., Gee, V.W.Mc. trans. Speech Genres and Other late Essays. Austin, University of Texas Press:66-102.
Bakhtin, M.M./Voloshinov, V.N.1986. Matejka, Ladislav&Titunik, I.R. trans. Marxism and the Philosophy of language [M]. Cambridge:Harvard University Press.
Barker, C.&Galasinski, D.2001. Cultural Studies and Discourse Analysis. A Dialogue on language and Identity [C]. London:Sage Publications.
Barnard, R.2008. Review:Conversational interaction in second language acquisition:A collection of empirical studies [J]. New Zealand Studies in Applied Linguistics14(2):102-104.
Bashler, J.1996. The Metaphysics of Natural Complex [M]. New York:Columbia University Press.
Bebbington, J., Brown, J., Frame, B. et. al.2005. Theorizing engagement:the potential of a critical dialogic approach [R]. Critical Management Studies2005Conference. U.K.:Cambridge University.
Bellack, A., Kliebard, H. Hyman, R. et. al.1966. The language of the Classroom [C]. New York:Teachers College Press.
Bentley, S.A.2010. Assessed, Student-led Dialogic Interaction:A Bakhtinian Analysis of A Case Study of Undergraduate History Seminars [D]. PhD Dissertation. University of Nottingham.
Berger, P.L.&Luckmann, T.1966. The Social Construction of Reality:A Treatise in The Sociology of Knowledge [M]. New York:Doubleday&Company.
Bernstein, B.1990. Class, Codes and Control:The Structuring of Pedagogical Discourse[M]. London: Routledge.
Bikner-Ahsbahs, A.&Prediger, S.2006. Diversity of theories in mathematics education-How can we deal with it?[J]. Zentralblatt fur Didaktik der Mathematik38:52-57.
Bikner-Ahsbahs, A.&Williams, G.2009. Comparing and Contrasting Methodologies:A Commentary [C]. In:Schwarz, Baruch; Dreyfus et al. eds. Transformation of Knowledge through Classroom Interaction. London, Routledge:261-265.
Bloome, D., Carter, S.P., Christian, B.M. et. al.2005. Discourse Analysis and the Study of Classroom language and literacy Events A Microethnographic Approach [C]. Mahwah, NJ:Erlbaum.
Bloome, D. Carter, S.P., Christian, B.M. et al.2008. Discourse Analysis in Classrooms:Approaches to Language and Literacy Research [C]. New York:Teachers College Press.
Bogdan, R.C.&Biklen, S.K.1998. Qualitative Research for Education:An Introduction to Theory and Methods (3rd ed.)[C]. Boston:Allyn and Bacon.
Bolm, D.1996. On Dialogue [C]. Niehol, L. ed. London:Routledge.
Borg, S.2003. Teacher cognition in language teaching:A review of research on what language teachers think, know, believe, and do [J]. Language Teaching36(2):1-29.
Boriboon, P.2008. Cultural Voices and Representations in EFL Materials Design,Pedagogy, and Research [D]. PhD Dissertation. University of Edinburgh.
Brandist, C.2002. The Bakhtin Circle:Philosophy, Culture and Politics [C]. London:Pluto Press.
Braxley, K.2005. Mastering academic English:International graduate students use of dialogue and speech genres to meet the writing demands of graduate school [C]. In:Hall, J. K., Vitanova, G.&Marchenkova, L:11-32.
Bridges, D.1979. Education, Democracy and Discussion. Atlantic Highlands [M]. New Jersey: Humanities Press.
Brooks, F. B.&Donato, R.1994. Vygotskyan Approaches to Understanding Foreign Language Learner Discourse during Communicative Tasks [J]. Hispania.77(2):262-274.
Brown, H. D.2007. Principles of Language Learning and Teaching (5th ed.)[M]. New York:San Francisco State University.
Brown, G.&Yule, G.1983. Discourse Analysis [M]. Cambridge:Cambridge University Press.
Bruner, J.1996. The Culture of Education [M]. Cambridge, MA:Harvard University Press.
Bruner, J.2001. Language, Culture and Self [M]. London:Sage Publications.
Bryman, A.2004. Social Research Methods (2nd ed.)[M]. London:Oxford University Press.
Bryman, A.&Bell, E.2007. Business Research Methods(2nd ed.)[M]. Oxford:Oxford University Press.
Bryzzheva, L.A.2002. Toward a Philosophy of the Liberating Act:Implications of Bakhtin, Freire, and Vygotsky for Bilingual and Multicultural Education [D]. PhD Dissertation. The Pennsylvania State University.
Buckingham, K.R.B.1986. A Socio-linguistic Study of the Language of the Courtroom [D]. Unpublished PhD thesis. University of Leeds.
Burbules, N.C.1993. Dialogue in Teaching:Theory and Practice [M]. New York:Teachers College Press.
Burns, R.B.2000. Introduction to Research Methods (4th ed.). Frenchs Forest, NSW:Pearson Education.
Cameron, L.2003. Metaphor in Educational Discourse [M]. London:Continuum.
Campoy-Cubillo, M.C., Belles-Fortuno, B.&Gea-Valor, L.2010. Corpus-Based Approaches to English Language Teaching [C]. London/New York:Continuum International Publishing Group.
Candlin, S.1997. An Analysis of the Discourse of Nurses and Patients in the Context of Health Assessment [D]. PhD Dissertation. Lancaster University.
Cazden, C.B.1986. Classroom discourse [C]. In:Wittrock, M.C. ed. Handbook of Research on Teaching (3rd ed.). New York:Macmillan:4-91.
Cazden, C.B.1988/2001. Classroom Discourse:The Language of Teaching and Learning[M]. Portsmouth: Heinemann.
Cazden, C.B.1989. Contributions of the Bakhtin Circle to "Communicative competenc"[J]. Applied Linguistics10:116-127.
Cazden, C. B.1993. Vygotsky, Hymes, and Bakhtin:From word to utterance and voice [C]. In:Forman, E.A., Minick, N.&Stone, C.A. Context for Learning:Sociocultural Dynamics in Children's Development. New York:Oxford University Press:197-212.
Chaiklin, S.2003. The zone of proximal development in Vygotsky's theory of learning and school instruction [C]. In:Kozulin, A., Gindis, B., Ageyev, V. S. et al. eds. Vygotsky's Educational Theory in Cultural Context. Cambridge:Cambridge University Press:39-64.
Chaudron, C.1988. Second Language Classrooms [M]. Cambridge:Cambridge University Press.
Christie, F.2002. Classroom Discourse Analysis:A Functional Perspective [M]. London:Continuum.
Coakley, C.&Wolvin, A.1997. Listening in the educational environment [C]. In:Purdy, M.&Borisoff, D. eds. Listening in Everyday Life:A Personal and Professional Approach (2nd ed.). Lanham, MD: University Press of America:161-181.
Cobb, P., Wood, T.&Yackel, F.1991. Analogies from the Philosophy and Sociology of Science For Understanding Classsroom Life [J]. Sci. Educ (75):23-44.
Cohen, E.1986. Designing Group Work-strategies for the Heterogeneous Classroom [M]. New York: Teachers College Press.
Cohen, L, Manion, L.&Morrison, K.2007. Research Methods in Education (6th ed.)[M]. London&New York:Routledge.
Collings, N.Y.2006. Language Sociolization in the Absence of Language And Society?:A Case Study of How Students of A Large Public American University In the Midwest Construct Sociocultural And Language Knowledge Inside And Outside of Their Russian Language Classroom [D]. PhD Dissertation. Michigan State University.
Cook, A.R.2002. Communicating Interaction in the Dialogic Classroom:Identifying and Accommodating Impediments to Dialogue [D]. PhD Dissertation. University of Michigan.
Coulthard, M.1977. An Introduction to Discourse Analysis [M]. London:Longman.
Creswell, J.W.2003. Research Design:Qualitative, Quantitative, and Mixed Methods Approaches [M]. Thousand Oaks:Sage Publications.
Crotty, M.1998. The Foundations of Social Research:Meaning and Perspective in the Research Process (2nd ed.)[M]. London:Sage Publications.
Cullen, R.1998. Teacher Talk and the Classroom Context [J]. ELT Journal52(3):179-187.
Cullen, R.2002. Supportive teacher talk:The importance of the F move [J]. ELT Journal56(2):117-126.
de Carvalho Figueiredo, Debora2000. Victims and Villains:Gender Representations, Surveillance and Punishment in the Judicial Discourse on Rape [D]. PhD Dissertation. Universidade Federal de Santa Catarina, SC, Brasil, Department of Foreign Languages an [Abstract in Forensic Linguistcs8(1)].
Delanoy, W.2005. A Dialogic Model for Literature Teaching [J], ABAC Journal25(1):53-66.
Delgatto, J.2011. Applications of the Theories of Mikhail Bakhtin in Science Education [D]. Master Dessertation. DePaul University.
Dewey, J.1916/1966. Democracy and Education:An Introduction to the Philosophy of Education [M]. New York:The Free Press.
Donato, R.&Adair-Hauck, B.1992. Discourse perspective on formal instruction [J]. Language Awareness1(2):73-89.
Donato, R.1994. Collective scaffolding in second language learning [C]. In:Lantolf, J. P.&Appel, G. eds. Vygotskian Approaches to Second Language Research. Norwood, NJ:Ablex:33-56.
Donato, R.2004. Aspects of collaboration in pedagogical discourse [J]. Annual Review of Applied Linguistics(24):284-302.
Donato, R.&Lantolf, J. P.1990. The dialogic origins of L2monitoring [J]. Pragmatics and Language Learning (1):83-98.
Drew, P.&Heritage, J.1992a. Talk at Work:Interaction in Institutional Settings [C]. Cambridge: Cambridge University Press.
Drew, P.&Heritage, J.1992b. Analysing talk at work:an introduction [C]. In:Drew, P.&Heritage, J. eds.1992a:3-65.
Duff, P.2002. The discursive co-construction of knowledge, identity and difference:An ethnography of communication in the high school mainstream [J]. Applied Linguistics (23):289-322.
Dufva, H.&Alanen, R.2005. Metalinguistic awareness in dialogue:Bakhtian considerations [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.:99-118.
Easterby-Smith, M., Thorpe, R.&Lowe, A.2002. Management Research:An Introduction [C]. Thousand Oaks:Sage Publications.
Edwards, D.1997. Discourse and Cognition [M]. London:Sage.
Edwards, A.D.&Westgate, D.P.G.1994. Investigating Classroom Talk(2nd ed.)[C]. London:Falmer Press.
Eggins, S.2004. An Introduction to Systemic Functional Linguistics(2nd ed.)[M]. New York:Continuum.
Eigler, F.1995. Feminist criticism and Bakhtin's dialogic principle:making the transition from theory to textual analysis [J]. Women in German Yearbook11:189-203.
Ellis, R.1990. Instructed Second Language Acquisition [M]. Oxford:Basil Blackwell.
Ellis, R.1994. The Study of Second Language Acquisition [M]. Oxford:Oxford University Press.
Ellis, R.&Barkhuizen, G.2005. Analysing Learner Language [C]. Oxford:Oxford University Press.
Emerson, C.1997. The First Hundred Years of Mikhail Bakhtin [M]. Princeton, NJ:Princeton University Press.
Emerson, C.2000. Bakhtin, Lotman,Vygotsky, and Lydia Ginzburg on types of selves:A tribute [C]. In: Engelstein, L.&Sandier, S. eds. Self and Story in Russian History. Ithaca, NY:Cornell University Press:20-45.
Fairclough, N.1989. Language andPower[M]. London:Longman.
Fairclough, N.1992a. Critical Language Awareness[M]. London:Longman.
Fairclough, N.1992b. Discourse and Social Change [M]. Cambridge:Polity Press.
Fairclough, N.2003. Analysing Discourse. Textual Analysis for Social Research [M]. London&New York: Routledger.
Fairclough, N.&Wodak, R.1997. Critical Discourse Analysis [C]. In:van Dijk, T. ed. Discourse as Social Interaction2:258-284. London:Sage Publications.
Fanselow, J.F.1992. Contrasting Conversations:Activities for Exploring Our Beliefs and Teaching Practices [M]. London:Longman.
Fecho, B.&Botzakis, S.2007. Feasts of becoming:Imagining a literary classroom based on dialogic beliefs [J]. Journal of Adolescent&Adult Literacy50(7):548-558.
Fernyhough, C.1996. The dialogic mind:A dialogic approach to the higher mental functions [J]. New Ideas in Psychol14(1):47-62.
Firth, A.&Wagner, J.1997. On discourse, communication, and (some) fundamental concepts in SLA research [J]. The Modern Language Journal81(3):285-300.
Flanders, N.1963. Using interaction analysis in the inservice training of teachers [J]. Journal of Experimental Education September:313-316.
Flecha, R.2000. Sharing Words:Theory and Practice of Dialogic Learning [M]. Lanham, M.D:Rowman&Littlefiled.
Foucault, M.1972. The Archaeology of Knowledge [M]. Sheridan, A. trans. New York:Pantheon.
Fraser, C.A.2007. Reading rate in L1Mandarin Chinese and L2English across five reading tasks [J]. The Modern Language Journal (3):372-394.
Freedman, S.W.1994. Crossing the Bridge to Practice:Rethinking the Theories of Vygotsky and Bakhtin [M]. Berkeley:University of California at Berkeley, Carnegle Mellon University.
Freedman, S.W.&Ball, A.F.2009. Ideological Becoming:Bakhtinian Concepts to Guide the Study of Language, Literacy and Learning. Berkeley, CA:University of California [DB/OL] http://www-gse.berkelev.edu/faculty/swfreedman/Chapter_1.pdf.2009-04-25.
Freire, P.1970. The adult literacy process as cultural action for freedom [J]. Harvard Educational Review40(2):205-225.
Galin, J.R.&Latchaw, J.1998. The Dialogic Classroom:Teachers Integrating Computer Technology, Pedagogy, and Research [C]. Urbana IL:National Council of Teachers.
Gardiner, M.2000."A very understandable horror of dialectis":Bakhtin and Maxist phenomenology [C]. In:Brandist, C.&Tihanov, G. eds. Materializing Bakhtin:The Bakhtin Circle and Social Theory. Hampshire, UK:MacMillan Press:119-141.
Gee, J.P.1996. Social Linguistics ana Literacies:Ideology in Discourses[M]. London:Routledge.
Gee, J.P.2005. An Introduction to Discourse Analysis:Theory and methoa(2nd ed.)[M]. London&New York:Routledge.
Gee, J.P.&Green, J.L.1998. Discourse analysis, learning, and social practice:a methodological study [C]. In: Pearson, P. D.&Iran-Nejad, A. eds. Review of Research in Education Vol.23. Washington, DC:AERA.
Gillespie, A.&Cornish, F.2010. Intersubjectivity:Towards a dialogical analysis [J]. Journal for the Theory of Social Behavior40:19-46.
Gilmetdinova, A.M.2010. Reflexivity in Constructing Discourse Analysis of Code-switching in a Classroom Discourse:the Analysis of Tom Romano's Crafting Authentic Voice [D]. Master of Arts in English. Montana State University.
Grabe, W.&Stoller, F.L.2002. Teaching and Researching Reading [M]. Harlow, UK:Longman/Pearson.
Green, J.&Dixon, C.2002. Exploring differences in perspectives on microanalysis of classroom discourse: Contributions and concerns [J]. Applied linguistics23(3):393-406.
Guba, E.G.1990. The alternative paradigm dialog [C]. In:Guba, E.G. The Paradigm Dialog. Newbury Park, CA:Sage Publications.
Guilar, J.D.2006. Intersubjectivity and dialogic instruction [J/OL]. Radical Pedagogy8(1). http://radicalpedagogy.icaap.org/content/issue8_1/guilar.html,2007-09-18.
Gulzar, M.A.2011. Classroom Discourse in Bilingual Context:Effects of Code-switching on Language Learning in Pakistni TEFL Classroom [M]. VDM Verlag Dr. Muller Aktiengesellschaft&Co. KG.
Gumperz, J.1982. Discourse Strategies [M]. Cambridge:Cambridge University Press.
Gustafson, J.&Hodgson, V.&Tickner, S.2004. Identity Construction and Dialogue Genres-How Notions of Dialogue May Influence Social Presence in Networked Learning Environments [DB/OL]. Networked Learning Conference. http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/symposia/symposium13/g ustafson et al.htm,2012-03-04.
Gutierrez, K., Rymes, B.&Larson, J.1995. Script, counterscript and underlife in the classroom:James Brown versus Brown v. Board of Education [J]. Harvard Educational Review65(3):445-471.
Hakansson, G.1986. Quantitative aspects of teacher talk [C]. In:Kasper, G. eds. Learning, Teaching and Communication in the Foreign Language Classroom. Aarhus, Denmark:Aarhus Univeristy Press:83-98.
Hall, J. K.1993. The role of oral practices in the accomplishment of our everyday lives:The sociocultural dimension of interaction with implications for the learning of another language [J]. Applied Linguistics14(2):145-166.
Hall, J.K.1995.(Re)creating our worlds with words:A sociohistorical perspective of face-to-face interaction [J]. Applied Linguistics16(2):206-232.
Hall, J.K.1997. A consideration of SLA as a theory of practice:A response to Firth and Wagner [J]. The Modern Language Journal81(3):301-306.
Hall, J.K.1999. A prosaics of interaction:The development of interactional competence in another language [C]. In:Hinkel, E. ed. Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press:137-151.
Hall, J. K.2002. Teaching and Researching:Language and Culture [M]. Harlow:Longman.
Hall, J.K., Vitanova, G.&Marchenkova, L.2005. Dialogue with Bakhtin on Second and Foreign Language Learning:New Perspectives [C]. Mahwah, NJ:Lawrence Erlbaum Associates.
Hall, J.K.&Verplaetse, L.S.2000. Second and Foreign Language Learning through Classroom Interaction [C]. Mahwah, NJ:Lawrence Erlbaum.
Hall, J.K.&Walsh, M.2002. Teacher-student interaction and language learning [C]. Annual Review of Applied Linguistics22:186-203.
Halliday, M.A.K.&Hasan, R.1976. Cohesion in English [C]. London:Longman.
Halliday, M.A.K.2004. An Introduction to Functional Grammar [M]. London:Arnold.
Halsey, A.H.2004. A History of Sociology in Britain:Science, Literature, andSociety [M]. Oxford:Oxford University Press.
Hamston, J.2006. Bakhtin's theory of dialogue:a construct for pedagogy, methodology and analysis [J]. The Australian Educational Researcher33(1):55-74.
Hanrahan, M.2005. Power-sharing in science classrooms:Utilising CDA for research in science education [J]. Melbourne Studies in Education (Special Issue)46(2):107-127.
Harbaugh, A.P.2005. Authoritative Discourse in the Middle School Mathematics Classroom:A Case Study [D]. PhD Dissertation. Texas A&M University.
Hardman, F., Smith, F.&Wall, K.2003.'Interactive whole class teaching'in the National Literacy Strategy [J]. Cambridge Journal of Education33(2):197-215.
Harre, R.&Gillett, G.1994. The Discursive Mind [M]. Thousand Oaks, CA:Sage Publications.
Harris, Z.S.1952. Discourse Analysis [J]. Language28:1-30.
Heap, J.L.1985. Discourse in the production of classroom knowledge:Reading lessons [J]. Curriculum Inquiry (3):247-279.
Hellermann, J.&Doehler, S.P.2010. On the contingent nature of language-learning tasks [J]. Classroom Discourse1(1):25-45.
Hendricks, C.2006. Learners'Motivations For Preferred Contexts in Mathematical Literacy[D]. Master Dissertation. University of the Western Cape.
Hermans, H.J.M.2001. The dialogical self:Toward a theory of personal and cultural positioning [J]. Culture and Psychology7:243-281.
Hicks, D.1995. Discourse, learning, and teaching [J]. Review of Research in Education21:49-95.
Ho, D.G.E.2006. Classroom Talk:Exploring the Sociocultural Structure of Formal ESL Learning [M]. Bern, Switzerland:Peter Lang AG.
Holt, R.2003. Bakhtin's Dimensions of Language and the Analysis of Conversation [J]. Communication Quarterly51(2):225-245.
Hornberger, N.H.&McKay, S.L.2010. Sociolinguistics and Language Education [C]. Bristol: Multilingual Matters.
Hosenfeld. C.2003. Evidence of emergent beliefs of a second language learner:A diary study [C]. In: Kalaja, P.&Barcelos, A. M. F. eds. Beliefs about SLA:New Research Approaches. Dordrecht:Kluwer Academic Publishers:37-54.
Howard, A.2010. Is there such a thing as a typical language lesson?[J]. Classroom Discourse1(1):82-100.
Hung, S.K.2003. The Importance of Student Talk in Small Group Discussions [D]. Master Dissertation. University of Hong Kong.
Hussin, H.2006. Dimensions of questioning:A qualitative study of current classroom practice in Malaysia [J/OL]. TESL-EJ10(2):1-18.
Huth, T.2011. Conversation analysis and language classroom discourse [J]. Language and Linguistics Compass5(5):297-309.
Iddings, C., Haught. J&Delvin, R.2005. Multimodal representations of self and meaning for second language learners in English-dominant classrooms [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.2005:22-54.
Ignatieva, R.P.2010. Positioning Teachers:A Discourse Analysis of Russian and American Teacher Identities in the Context of Changing National Assessment Mandates [D]. PhD Dissertation. Kent State University.
Johnson, M.2004. A Philosophy of Second Language Acquisition [M]. New Haven&London:Yale University Press.
John-Steiner, V.&Mahn, H.1996. Sociocultrual approaches to learning and development:A Vygotskian framework [J]. Educational Psychologist31(3/4):191-206.
Johnstone, B.1997. Language, culture and self in language learning [J]. CALR Occasional Papers in Language and Urban Culture (8):1-22.
Johnstone, B.2008. Discourse Analysis (2nd ed.)[M]. Oxford:Blackwell Publishing.
Jones, P.2005. Intersubjectivity and Learning:A Socio-semantic Investigation of Classroom Discourse [D]. PhD Dissertation. University of New South Wales.
Jordan, G.2004. Theory Construction in Second Language Acquisition [M]. Amsterdam:John Benjamins.
J(?)rgensen, M.&Phillips, L.2002. Discourse Analysis as Theory andMethod [M]. London:Sage Publications.
Kaplan, D.2004. The SAGE Handbook of Quantitative Methodology for the Social Sciences [M]. London: Sage Publications.
Koschmann, T.1999. Toward a dialogic theory of learning:Bakhtin's contribution to understanding learning in settings of collaboration [C]. In:Koschmann, T. ed. Proceedings of Computer Supported Collaborative Learning(CSCL-99). Palo Alto. CA:208-313.
Kostogriz, A.2005. Dialogical imagination of (inter) cultural spaces:Rethinking the semiotic ecology of second language and literacy learning [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.2005:189-210.
Kowal, M.&Swain, M.1994. Using collaborative language production tasks to promote students' language awareness [J]. Language Awareness(3):73-93.
Kozulin, A.2004. Vygotsky's theory in the classroom:Introduction [J]. European Journal of Psychology of Education. ⅩⅨ (1):3-7.
Kramsch, C.1995. Rhetorical models of understanding [C]. In:Miller, T. ed. Functional Approaches to Written Texts:Classroom Applications. Paris:USIS:61-78.
Kramsch, C.2000. Social discursive constructions of self in L2learning [C]. In:Lantolf, J.P. ed. Sociocultural Theory and Second Language Self in L2Learning. London:Oxford University Press:133-153.
Kramsch, C.2002. Language Learning and Language Socialization:Ecological Perspectives [C]. New York:Continuum.
Kubli, F.2005. Science teaching as a dialogue——Bakhtin, Vygotsky and some applications in the classroom [J]. Science&Education (14):501-534.
Kuhn, T.S.1962/1970. The Structure of Scientific Revolutions [M]. Chicago:University of Chicago Press.
Kumaravadivelu, B.1999. Critical classroom discourse analysis [J]. TESOL Quarterly33(3):453-484.
Kumaravadivelu, B.2006. Understanding Language Teaching:From Method to Postmethod[M]. Mahwah, NJ:Lawrence Erlbaum.
Lachmann, R.2004. Rhetoric, the dialogical principle and the fantastic in Bakhtin's thought [C]. In:Finn Bostad, et al. eds. Bakhtinian Perspectives on Language and Culture-Meaning in Language, Art and New Media. New York:Palgrave Maamillan:46-64.
Lahlali,2003. Moroccan Classroom Discourse And Critical Discourse Analysis:The Impact Of Social And Cultural Practice [D]. PhD Dissertation. The University of Leeds.
Lahteenmaki, M.1998. On meaning and understanding:A dialogical approach [J]. Dialogism (1):74-91.
Lahteenmaki, M.2001. Dialogue, Language and Meaning:Variations on Bakhtinian Themes [D]. PhD Dissertaion. University of Jyvaskyla.
Lantolf, J.P.1996. SLA theory building:"Letting all the flowers bloom."[J]. Language Learning (4):713-749.
Lantolf, J.P.2000. Sociocultural theory and second language learning [C]. Oxford:Oxford University Press.
Lantolf, J.P.2006. Sociocultural theory and second language learning:State of the art [J]. Studies in Second Language Acquisition28:67-109.
Lantolf, J.P.&Appel, G.1994. Vygotskian Approaches to Second Language Research [C]. Norwood, NJ: Ablex.
Lantolf, J.P.&Thorne, S.L.2006. Sociocultural Theory and the Genesis of Second Language Development [C]. Oxford:Oxford University Press.
Larsen-Freeman, D.2007. Reflecting on the Cognitive-Social Debate in Second Language Acquisition [J]. The Modern Language Journal91(1):773-787.
Lave, J.&Wenger, E.1991. Situated Learning:Legitimate Peripheral Participation [M]. New York: Cambridge University Press.
Leanne, D.T.2005. All the way with CDA:using critical discourse analysis to investigate the complexities of the classroom site [R]. Proceedings of the International Conference on Critical Discourse Analysis: theory into research In:International Conference on Critical Discourse Analysis:Theory into Research.15th-18th, November2005, Launceston, TAS, Australia.
Lee,Y.L.2010. The application of Bakhtian theory on second language reading comprehension:A qualitative case study [J/OL]. The Reading Matrix10(2):222-242.
Lee, J.J.2011. A Genre Analysis of Second Language Classroom Discourse:Exploring the Rhetorical, Linguistic, and Contextual Dimensions of Language Lessons [D]. PhD Dissertation. Georgia State University.
Leiman, M.1998. Words as inter subjective mediators in psychotherapeutic discourse:The presence of hidden voices in patient utterances [C]. In:Lahteenmaki, M.&Dufva, H. eds. Dialogues on Bakhtin: Interdisciplinary Readings. Jyvaskyla, Finland:Centre for Applied Language Studies:105-116.
Lemke, J.L.1985. Using language in the classroom [M]. Geelong, Victoria, Australia:Deakin University Press.
Lemke, J.L.1990. Talking Science:Language, Learning, and Values [M]. Norwood, NJ:Ablex.
Levin, D.M.1988. The Opening of Vision:Nihilism and the Postmodern Situation [M]. London:Routledge.
Libarkin, J.&Kurdziel, J.2001. Research methodologies in science education:assessing students' alternative conceptions [J]. Journal of Geoscience Education49:378-383.
Limpanitgul, T.2009. Methodological Considerations in a Quantitative Study Examining the Relationship between Job attitudes and Citizenship Behaviors [DB/OL].18th EDAMBA Summer Academy. Soreze, France. Cardiff University. http://www.sciencedirect.com,2011-09-16.
Lin, A.M.Y.&Luk, J.C.M.2005. Local creativity in the face of global domination:Insights of Bakhtin for teaching English for dialogic communication [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.77-98.
Linell, P.1998. Approaching Dialogue:Talk, Interaction and Contexts in Dialogical Perspectives [M]. Amsterdam:John Benjamins.
Linell, P.2003. What is Dialogism:Aspects and Elements of a Dialogical Approach to Language, Communication and Cognition [M]. Lecture first presented at Vaxjo University, October,2000. This version:2003-02-26.
Linell, P.2007. Dialogicality in languages, minds and brains:Is there a convergence between dialogism and neuro-biology?[J]. Language Sciences (29):605-620.
Llinares, A.&Morton, T.2010. Historical explanations as situated practice in content and language integrated learning [J]. Classroom Discourse1(1):46-65.
Long, M.H.&Sato, C.J.1983. Classroom foreigner talk discourse:Forms and functions of teachers' questions [C]. In:Selinger, H.&Long, M. eds. Classroom Oriented Research in Second Language Acquisition. Rowley, Mass.:Newbury House:268-287.
Luke, A.1996. Text and discourse in education:An introduction to critical discourse analysis [C]. In: Apple, M.W. ed. Review of Research in Education21. Washington, DC:American Educational Research Association:3-48.
Luke, A.2002. Beyond science and ideology critique:Developments in critical discourse analysis [J]. Annual Review of Applied Linguistics22:96-110.
Lyle, S.2010. Dialogic teaching:Discussing theoretical contexts and reviewing evidence from classroom practice [J]. Language and Education22(3):222-240.
Lynch, T.1991. Questioning roles in the classroom [J]. ELT Journal45(3):201-209.
Maguire, M.H.&Graves, B.2001. Speaking personalities in primary school children's L2writing [J]. TESOL Quarterly35(4):561-593.
Mandelker, A.1995. Bakhtin in contexts:Across the disciplines [C]. Illinois:Northwestern University Press.
Manjali, F.1999. Dialogics, or the dynamics of Intersubjectivity [J]. International Journal of Dravidian Linguistics28(2):127-134.
Marchenkova, L.A.2005a. Interpreting Dialogue:Bakhtin's Theory and Second Language Learning [D]. Master Dissertation. The Ohio State University.
Marchenkova, L.A.2005b. Language, Culture and Self:The Bakhtin-Vygotsky Encounter [C]. In:Hall, J.K, Vitanova, G.&Marchenkova, L. eds. Dialogue with Bakhtin on Second and Foreign Language Learning:New Perspectives. Mahwah, NJ:Laurence Erlbaum Associates:171-188.
Markee, N.P.1994. Toward an Ethnomethodological Respecification of Second-Language Acquisition Studies [C]. Tarone, E.E., Gass, S.M.&Cohen, A.D. Hillsdale, NJ:Lawrence Erlbaum:89-116.
Marton, F., Tsui, A.B.M., Chik, P.P.M. et al.2004. Classroom Discourse and the Space of Learning [C]. Mahwah, NJ:Lawrence Erlbaum Associates.
Mason, J.2002. Qualitative Researching (2nd ed.)[M]. Thousand Oaks, CA:Sage.
Mason, J.&Waywood, A.1996. The role of theory in mathematics education and research [C]. In:Bishop, A. et al. Lnternational Handbook of Mathematics Education. Dordrecht:Kluwer:1055-1089.
Matusov, E.L, Bell, X.S. Rogoff, B.1997. Collaboration and Assistance in Problem Solving By Children Differing In Cooperative Schooling Backgrounds [M]. Submitted.
McCarthy, M.1992/2002. Discourse Analysis for Language Teachers [M]. New York:Cambridge University Press.
McCathy, M., Matthiessen, C.&Slade, D.2002. Discourse analysis [C]. In:Schmitt, N. ed. An Introduction to Applied Linguistics. London:Arnold:55-73.
McGonigal, J.2004. Interactive or dialogic teaching? The case of the 'inspirational' teacher [J]. Westminster Studies in Education27(2):115-126.
McHoul, A.1978. The organization of turns at formal talk in the classroom [J]. Language in Society7:183-213.
McTear1975. Structure and Categories of Foreign Language Teaching Sequences [C]. In:Smith, F.&Miller, G. eds. The Genesis of Language:a Psycholinguistic Approach. Cambridge, Mass.:MIT Press.
Meadows, B.2009. An Ethnographically-sensitive Critical Discourse Analysis of The Reproduction of Nation, Power, and Privilege in an English Language Classroom [D]. PhD Dissertation. The University of Arizona.
Mehan, H.1979. Learning Lessons:Social Organization in the Classroom [M]. Cambridge, MA:Harvard University Press.
Mercer, N.1992. Task for teaching and learning [C]. In:Norman. K. ed. Thinking Voices:The Work of the NationalOracy Project. London:Hodder and Stoughton:215-223.
Mercer, N.1995. The Guided Construction of Knowledge:Talk Amongst Teachers and Learners [M]. Clevedon:Multilingual Matters.
Mercer, N.2005. Sociocultural discourse analysis:analysing classroom talk as a social mode of thinking [J].Journal of Applied Linguistics1(2):137-168.
Mercer, N.2010. The analysis of classroom talk:Methods and methodologies [J]. British Journal of Educational Psychology(80):1-14.
Mercer, N., Littleton, K.&Wegerif, R.2004. Methods for studying the processes of interaction and collaborative activity in computer-based educational activities [J]. Technology, Pedagogy and Education13(2):193-209.
Merriam, S.B.1998. Qualitative Research and Case Study Applications in Education [M]. San Francisco, CA:Jossey-Bass.
Meyer, C.F.2002. Functional grammar and discourse studies [C]. In:Barton, E.&Stygall, G. Discourse Studies in Composition. Cresskill, NJ, Hampton Press:71-75.
Moen, T.2005. Activity genre:a new approach to successful inclusive teaching [J]. Teachers and Teaching: Theory and Practice11(3):257-272.
Moraes, M.1996. Bilingual Education:A Dialogue with the Bakhtin Circle [M]. Albany, NY:State University of New York Press.
Morgan, B.2007. Poststructuralism and applied linguistics:Complementary approaches to identity and culture in ELT [C]. In:Cummins, J.&Davison, C. eds. International Handbook of English Language Teaching. New York:Springer:1033-1052.
Morgan, C.&Cain, A.2000. Foreign Language and Culture Learning from a Dialogic Perspective [M]. Clevedon:Multilingual Matters.
Morgan, G.&Smircich, L.1980. The Case for Qualitative Research [J]. The Academy Journal of Management Review5(4):491-500.
Mori, J.2002. Task design, plan, and development of talk-in-interaction:An analysis of a small group activity in a Japanese language classroom [J]. Applied Linguistics23(3):323-347.
Morson, G.&Emerson, C.1990. Mikhail Bakhtin:Creation of a Prosaics [M]. Standford:Standford University Press.
Mortimer, E.&Scott, P.2003. Meaning Making in Secondary Science Classrooms [C]. Buckingham:Open University Press.
Muchmore, J.A.2001. The story of "Anna":A life history study of the literacy beliefs and teaching practices of an urban high school English teacher [J]. Teacher Education Quarterly28(3):89-110.
Murchison, B.C.1998. Speech and the self-realization value [J]. Harvard Civil Rights-Civil Liberties Law Review33:443-503.
Nassaji, H.&Wells, G.2000. What's the use of'Triadic Dialogue'?:An investigation of teacher-student interaction [J]. Applied Linguistics (21):376-406.
Newman, D., Griffin, P.&Cole, M.1989. The Construction Zone:Working for Cognitive Change in School [M]. Cambridge:Cambridge University Press.
Nieto, C.H.G.2009. National Standards For the Teaching of English in Colombia:A Critical Discourse Analysis [D]. PhD Dissertation. The University of Arizona.
Nunan, D.1987. Communicative language teaching:Making it work [J]. ELT Journal41(2):136-145.
Nystrand, M.1997. Opening Dialogue:Understanding the Dynamics of Language and Learning in the English Classroom [M]. New York, NY:Teachers College Press.
Nystrand, M.2006. Research on the role of classroom discourse as it affects reading comprehension [J]. Research in the Teaching of English40(4):392-412.
Nystrand, M., Lawrence, L. W., Camoran. et. al.2001. Questions in time:Investigating the structure and dynamics of unfolding classroom discourse. CELA research report (No. CELA-RR-14005). Albany, NY:National research centre on English learning&achievement.
Ochsner, R.1979. A Poetics of Second-Language Acquisition [J]. Language Learning29(1):53-80.
Orton, J.2009. Fast goes west [C]. In:Bianco, J.B., Orton, J.&Yihong, G. China and English: Globalization and the Dilemmas ofLdentity. Bristol:Bristol Multilingual Matters Ltd:271-293.
Palmer, J.A.2001. Fifty Modern Thinkers of Education [M]. New York:Routledge.
Patton, M.Q.1987. Creative Evaluation (2nd ed.)[M]. Thousand Oaks, CA:Sage Publications.
Patton, M.Q.2002. Qualitative Research and Evaluation Methods (3rd ed.)[M]. Newbury Park, CA:Sage Publications.
Pavlenko, A.&Lantolf, J.P.2000. Second language learning as participation and the (re)construction of selves [C]. In:Lantolf, J.P.:155-177.
Payk, T.L.2006. A Conceptual Analysis of Research Literature on Teachers' Ideology and Literacy Practices:Extending the Dialogue through a Secondary Analysis of High School English as an Additional Language Contexts [D]. Master Dissertation. Brock University.
Peled-Elhann, N.&Blum-Kulka, S.2006. Dialogue in the Israeli classroom:types of teacher-student talk [J]. Language and Education20:110-127.
Pietikainen, S.&Dufva, H.2006. Voices in discourses:dialogism, critical discourse analysis and ethnic identity [J]. Journal of Sociolinguistics10:205-224.
Pike, K.L.1954/1967. Language in Relation to a Unified Theory of the Structure of Human Behavior [M]. The Hague, Netherlands:Mouton.
Platt, E.2005."Uh uh no hapana":Intersubjectivity, meaning and the self [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.:119-148.
Platt, E.&Brooks, F.B.1994. The acquisition-rich environment revisited [J]. The Modern Language Journal78:497-511.
Plaza, S.R.2010. Egalitarian dialogue and instrumental dimension. Two principles of dialogic learning in the classroom [J]. Psychology, Society&Education2(1):61-70.
Popper, K.1969. Conjectures and Refutations(3rd ed.)[M]. London:Routledge.
Powers, P.2001. The Methodology of Discourse Analysis [M]. Boston, MA:Jones&Barlett.
Prior, P.1998. Writing/Disciplinarity:A Sociohistoric Account of Literate Activity in the Academy [M]. Mahwah, NJ:Lawrence Erlbaum Associates.
Prior, P.2001. Voices in text, mind, and society:sociohistoric accounts of discourse acquisition and use [J]. Journal of Second Language Writing(10):1-27.
Rampton, B., Roberts, C., Leung, C.&Harris, R.2002. Methodology in the analysis of classroom discourse [J].Applied Linguistics23(3):373-392.
Readings, B.1996. The University in Ruins [M]. Cambridge, MA:Harvard University Press.
Reece, A.M.2009. A Critical Discourse Analysis of ELL Student and Teacher Interactions during Reading Comprehension Literacy Events in a Multilingual Classroom [D]. PhD Dissertation. University of Washington.
Renfrew, A.2006. Towards A New Material Aesthetics:Bakhtin, Genre and the Fates of Literary Theory [M]. Oxford:Legenda.
Renshaw, P.D.&van der Linden, J.2004. Curriculum as dialogue [C]. In:Terwel, J.&Walker, D. eds. Curriculum as a Shaping Force:Toward a principled approach in Curriculum Theory and Practice. Hauppauge, NY:Nova Science Publishers:17-32.
Rex, L.A.&Schiller, L.2009. Using Discourse Analysis to Improve Classroom Interaction [M]. New York: Routledge.
Richards, J.C., Platt, J.&Platt, H.2002. Longman Dictionary of Language Teaching&Applied Linguistics [M]. Beijing:Foreign Language Teaching and Research Press.
Roberts, WL.2010. Dialogic Interaction in Online Distance Education:A Bakhtian Perspective [R]. A capstone project for Master's in Distance Education. University of Maryland University College.
Rocco, T.S., Bliss, L.A., Gallagher, S. et. al.2003. Taking the Next Step:Mixed Methods Research in Organizational Systems [J]. Information Technology, Learning, and Performance Journal21(1):19-26.
Rockwell, E.2000. Teaching genres:A Bakhtinian approach [J]. Anthropology&Education Quarterley31 (3):260-282.
Rogers, R. Malancharuvil, B.E., Mosley, M. et al.2005. Critical discourse analysis in education:A review of the literature [J]. Review of Educational Research75(3):365-416.
Rogoff, B.2003. The Cultural Nature of Human Development [M]. New York:Oxford University Press.
Rojo, R.H.R.2000. Bakhtin Circle's Speech Genres Theory:Tools for a Transdisciplinary Analysis of Utterances in Didactic Practices [C]. In:Bazerman, C., Bonini, A.&Figueiredo, D.2009. eds. Genre in a Changing World. Indiana, Parlor Press:295-316.
Rommetveit, R.1974. On Message Structure:A Framework for the Study of Language and Communication [M]. New York:Wiley.
Rommetveit, R.1987. Meaning, context, and control:Convergent trends and controversial issues in current social-scientific research on human cognition and communication [J]. Inquiry30:79-99.
Rommetveit, R.1992. Outlines of a dialogically based social-cognitive approach to human cognition and communication [C]. In:Wold, A.H. ed. The Dialogical Alternative:Towards a Theory of Language and Mind. Oslo, Noruega:Scandinavian University Press:19-44.
Rust, V.D.2003. Method and methodology in comparative education [J]. Comparative Education Review47(3):3-7.
Rymes, B.2008. Classroom Discourse Analysis:A Tool for Critical Reflection [M]. Cresskill, N.J.: Hampton Press.
Saunders, M., Lewis, P.&Thornhill, A.2007. Research Methods for Business Students (4th ed.)[M]. London:Prentice Hall.
Savignon, S.J.&Sysoyev, P.V.2002. Sociocultural strategies for a dialogue of cultures [J]. The Modern Language Journal(4):508-524.
Savin-Baden, M.2008. Cutting Down Jungles ana Irrigating Deserts:Curricula as Spaces of Interruption?[R]. Keynote paper presented at Improving Student Learning Symposium. University of Durham.1st-3rd September.
Sawchuk, P.2003. Informal Learning as a Speech-Exchange System:Implications for Knowledge Production, Power and Social Transformation [J]. Discourse and Society14(3):291-307.
Scherer, G.A.C.&Wertheimer, M.1964. A Psycholinguistic Experiment in Foreign-Language Teaching [C]. New York:McGraw-Hill Book Company.
Schmidt, R.&Frota, S.1986. Developing basic conversational ability in a foreign language:A case study of an adult learner of Portuguese [C]. In:Day, R. Talking to Learn:Conversation in second language acquisition. Rowley, MA:Newbury House:237-326.
Scott, P., Mortimer, E.&Aguiar, O.G.2006. The Tension Between Authoritative and Dialogic Discourse:A Fundamental Characteristic of Meaning Making Interactions in High School Science Lessons [J]. Science Education90:605-631.
Searle, C.1999. The Quality of Qualitative Research [M]. London:Sage.
Seedhouse, P.1997. The case of the missing "NO":the relationship between pedagogy and interaction [J]. Language Learning4(3):547-583.
Seedhouse, P.2004. The Interactional Architecture of the Language Classroom:A Conversation Analysis Perspective [M]. MA:Blackwell.
Seedhouse, P.2010. Locusts, snowflakes and recasts:complexity theory and spoken interaction [J]. Classroom Discourse1(1):4-24.
Seliger, H.W.1983. Learner interaction in the classroom and its effect on language acquisition [C]. In: Seliger, H.W.&Long, M. H. eds. Classroom-Oriented Research in Second Language Acquisition. Rowley, MA:Newbury House:246-267.
Shields, R.1996. Meeting or mis-meeting? The dialogic challenge to Verstehen [J]. British Journal of Sociology47(2):275-294.
Silverman, D.1993. Interpreting Qualitative Data, Methods for Analysing Talk,Text, and Interaction [M]. Thousand Oaks, CA:Sage.
Silverman, D.1997. Part1, Section1:The Logics of Qualitative Research [C]. In:Miller, G.&Dingwall, R. Context and Method in Qualitative Research. London:Sage:12-25.
Simpson, L.&Clan, S.2001. Developing Classroom Discourse With Young Aboriginal Literacy Learners [J]. Australian Journal of Teacher Education26(1):1-10.
Sinclair, J.M.2004. Trust the Text:Language, Corpus and Discourse [M]. London:Routledge.
Sinclair, J.M.&Coulthard, R.M.1975. Towards an Analysis of Discourse:the English Used by Teachers and Pupils [M]. Oxford:Oxford University Press.
Smit, U.2010. English as a Lingua Franca in Higher Education. A Longitudinal Study of Classroom Discourse [M]. Berlin:Mouton de Gruyter.
Spratt, M.2005. Washback and the Classroom:The Implications for Teaching and Learning of Studies of Washback from Exams [J]. Language Teaching Research9(1):5-29.
Strauss, A.&Corbin, J.1990. Basics of Qualitative Research:Grounded Theory Procedures and Techniques [C]. Newbury Park, CA:Sage Publications.
Stubbs, M.1983a. Language, Schools and Classrooms [M]. London:Routledge.
Stubbs, M.1983b. Discourse Analysis:the Sociolinguistic Analysis of Natural Language [M]. Oxford: Blackwell.
Sutton, P.&Gill, W.2010. Engaging feedback:meaning, identity and power [J]. Practitioner Research in Higher Education.4(1):3-13.
Swain, M.2000. The output hypothesis and beyond:Mediating acquisition through collaborative dialogue [C]. In:Lantolf, J.P. Sociocultural Theory and Second Language Learning. Oxford:Oxford University Press:97-114.
Swain, M.2005. The output hypothesis:Theory and research [C]. In:Hinkel, E. The Handbook of Research in Second Language Teaching and Learning. Mahwah, NJ:Erlbaum:471-483.
Swain, M.&Deters, P.2007."New" mainstream SLA theory:expanded and enriched [J]. The Modern Language Journal(91):820-836.
Swain, M.&Lapkin, S.1998. Interaction and second language learning:Two adolescent French immersion students working together [J]. The Modern Language Journal82:320-337.
Tang, M.C.2004. An Investigation into the Language Used in Meetings:Applying Discourse Analysis to English Panel Meetings in a Hong KongSchool[D]. Master Dissertation. University of Hong Kong.
Tannen, D.1981. Analyzing Discourse. Text and Talk[C]. Washington, D.C.:Georgetown University Press.
Thorns, J.J.2008. Teacher-initiated Talk and Student Oral Discourse in A Second Language Literature Classroom:A Soicocultural Analysis [D]. PhD Dissertation. The University of Iowa.
Thornbury, S.1996. Teachers research teachers talk [J]. ELT Journal10(4):279-287.
Threadgold, T.2000. Poststructuralism and discourse analysis [C]. In:Lee, A.&Poynton, C. eds. Culture and Text:Discourse and Methodology in Social Research and Cultural Studies. St Leonards, NSW: Allen and Unwin:40-58.
Tiede, K.D.1996. Appropriating the Discourse of Science:A Case Study of a Grade Eight Science Class [D]. PhD Dissertation. Canada:University of Toronto.
Tsui, A.B.M.2008. Classroom Discourse:Approaches and Perspectives [C]. In:Cenoz, J.&Hornberger, N.H. eds. The Encyclopaedia of Language and Education6:Knowledge About Language:261-272. New York:Springer.
Turner, R.2010. Classroom discourse through many lenses:Applying theories of discourse analysis to the study of classroom language and literacy practices [J]. American Speech85(2):256-260.
Tyson, L.2006. Critical Theory Today:A User-friendly Guide [M]. New York:Routledge.
Valdes, G.2004. The teaching of academic language to minority second language learners [C]. In:Ball, A.F.&Freedman, S.W eds. Bakhtinian Perspectives on Language, Literacy and Learning. Cambridge:Cambridge University Press:65-98.
van Compernolle, R.A.2010. Incidental microgenetic development in second-language teacher-learner talk-in-interaction [J]. Classroom Discourse1(1):66-81.
van Dijk, T.A.1974. Philosophy of Action and Theory of Narrative [Z]. A seminar held at the University of Amsterdam in early1974.
Van Dijk, T.2001. Critical discourse analysis [C]. In:Schiffrin, D., Tannen, D&Hamilton, H. eds. The Handbook of Discourse Analysis. Malden, MA:Blackwell:352-371.
van Lier, L.1996.Interaction in the Language Curriculum:Awareness, Autonomy, and Authenticity [M]. London&New York:Longman.
van Lier, L.1988. The Classroom and the Language Learner:Ethnography and Second-Language Classroom Research [M]. Harlow:Longman.
van Lier, L.2000. From input to affordance:Social-interactive learning from an ecological perspective [C]. In:Lantolf, J.P.2000:245-259.
van Lier, L.2002. An ecological-semiotic perspective on language and linguistics [C]. In:Kramsch, C. ed. Language Acquisition and Language Socialization:Ecological Perspectives. London&New York: Continuum:140-164.
VanPatten, B.&Williams, J.2007. Theories in Second Language Acquisition:An introduction [C]. Mahwah, NJ:Lawrence Erlbaum.
Vitanova, G.2005. Authoring the self in a non-native language:A dialogic approach to agency and subjectivity [C]. In:Hall, J.K., Vitanova, G.&Marchenkova, L.:149-169.
Vitanova, G.2010. Authoring the Dialogic Self:Gender, Agency and Language Practices [M]. Amsterdam: John Benjamins.
Voloshinov, V.N.1973. Discourse in life and discourse in poetry [C]. In:Matejka, L.&Titunik, I.R. trans. Marxism and the Philosophy of Language. Cambridge:Harvard University Press.
Vygotsky, L.S.1962. Thought and Language [M]. Cambridge, MA:MIT Press.
Vygotsky, L.S.1978. Mind in society:The Development of Higher Psychological Processes [M]. Cambridge, MA:Harvard University Press.
Vygotsky, L.S.1981. The Genesis of Higher Mental Functions [C]. In:Wertsch, J. V. trans. The Concept of Activity in Soviet Psychology. Armonk, NY:M.E. Sharpe:147-188.
Vygotsky, L.S.1986. Kozulin, A. trans. Thought and Language [M]. Cambridge, MA:MIT Press.
Wake, B.J.2006. Dialogic Learning in Tutorial Talk:A Case Study of Semiotic Mediation As a Learning Resource for Second Language International Students [D]. PhD Dissertation. The University of Adelaide.
Wallace, W.L.1971. The Logic of Science in Sociology[M]. Chicago:Aldine.
Walsh, S.2002. Construction or obstruction:Teacher talk and learner involvement in the classroom [J]. Language Teaching Research6(1):3-23.
Walsh, S.2006a. Talking the talk of the TESOL classroom [J]. ELT Journal60(2):133-141.
Walsh, S.2006b. Investigating Classroom Discourse [M]. London:Routledge.
Walsh, S.2011. Exploring Classroom Discourse:Language in Action [M]. London:Routledge.
Wang, L.C.2007. No Talking:Peer Talk in A Mandarin-English Bilingual Taiwanese Preschool [D]. PhD Dissertation. Kent State University.
Waring, H.Z.2008. Using explicit positive assessment in the language classroom:IRF, feedback, and learning opportunities [J]. The Modern Language Journal92(4):577-594.
Watson-Gegeo, K.A.2004. Mind language, and epistemology:Toward a language socialization paradigm for SLA [J]. Modern Language Journal88:331-350.
Wee, J.2010. Literature Discussion As Positioning:Examining Positions in Dialogic Discussions in a Third-grade Classroom [D]. PhD Dissertation. The Ohio State University.
Wegerif, R.2006. Dialogic education:what is it and why do we need it?[J]. Education Review19(2):58-67.
Wegerif, R.2007. Dialogic Education and Technology:Expanding the Space of Learning (1st ed.)[M]. New York:Springer.
Wells, G.1989. Language in the classroom:Literacy and collaborative talk [J]. Language and Education3(4):251-273.
Wells, G.1993. Reevaluating the IRF sequence:A proposal for the articulation of theories of activity and discourse for the analysis of teaching and learning in the classroom [J]. Linguistics and Education (5):1-37.
Wells, G.1994. Learning and Teaching "Scientific Concepts":Vygotsky's Ideas Revisited[R]. Presented at the Conference "Vygotsky and the Human Sciences". Moscow. September,1994.
Wells, G.1996. Using the tool-kit of discourse in the activity of learning and teaching [J]. Mind, Culture ana Activity-3(2):74-101.
Wells, G.1999a. Dialogic Inquiry:Towards A Socialcultural Practice and Theory of Education [M]. New York:Cambridge University Press.
Wells, G.1999b. Action, Talk, and Text:The Case for Dialogic inquiry [DB/OL] http://people.ucsc.edu/-gwells/Files/Papers Folder/ATT.theorv.pdf.2009-05-01.
Wells, G.2000. Dialogic inquiry in education:building on the legacy of Vygotsky [C]. In:Lee, C.D.&Smagorinsky, P. eds. Vygotskian Perspectives on Literacy Research:Constructing Meaning Through Collaborative Inquiry. England:Cambridge&New York:Cambridge University Press:51-85.
Wells, G.2002. The role of dialogue in activity theory [J]. Mind, Culture, and Activity9:43-66.
Wells, G.2006. The language experience of children at home and at school [C]. In:Cook-Gumperz, J. The Social Construction of Literacy (2nd ed.). Cambridge, Cambridge University Press:76-109.
Wells, G.2010. Dialogic Inquiry:Toward a Sociocultural Practice and Theory of Education [DB/OL].外语教学与研究出版社,剑桥大学出版社http://en.wikipedia.org/wiki/Dialogue,2011-12-06.
Wenger, E.1998. Communities of Practice:Learning, Meaning and Identity [M]. Cambridge:Cambridge University Press.
Wertsch, J.V.1990. Dialogue and dialogism in a socio-cultural approach to mind [C]. In:Markova, I.&Foppa, K. eds. The Dynamics of Dialogue. New York:Harvester Wheatsheaf:62-82.
Wertsch, J.V.1991. Voices of the Mind:A Sociocultural Approach to Mediated Action [M]. Cambridge, MA: Harvard University Press.
Wertsch, J.V.1998. Mind as Action [M]. New York:Oxford University Press.
Wertsch, J.V.&Smolka, A.L.1993. Continuing the dialogue:Vygotsky, Bakhtin, and Lotman [C]. In: Daniels, H. ed. Charting the Agenda:Educational Activity after Vygotsky. New York, Routledge:69-92.
White, E.J.2007. Assessment as Aesthetic Activity:A Bakhtinian Approach'. Creativity, Enterprise and Policy-New Directions in Education [DB/OL]. Conference of the Philosophy of Education Society of Australasia. The Open Polytechnic of New Zealand.6th-9th December,2007. http://www/pesa.org.au/html/documents/2007-papers/White.%20Jayne.pdf.2009-05-01.
White, E.J.2009. Assessment in New Zealand Early Childhood Education:A Bakhtinian Analysis of Toddler Metaphoricity [D]. PhD Dissertation. Monash University.
Wikipedia.2010. Dialogue [DB/OL]. http://en.wikipedia.org/wiki/Dialogue,2010-07-20.
Wilkinson, E.R.&Silliman, L.C.2000. Classroom Language and Literacy Learning [C]. In:Kamil, M. Pearson, P.D.&Barr, R. eds. Handbook of Reading Research3:337-360. Mahweh, NJ:Erlbaum.
Wodak, R.2001. What CDA is about-a summary of its history, important concepts and its developments [C]. In:Wodak, R.&Meyer, M. eds. Methods of Critical Discourse Analysis. London:Sage Publications:1-13.
Wong, S.2006. Dialogic Approaches to TESOL:Where the Ginkgo Tree Grows [M]. Mahwah, NJ: Lawrence Erlbaum Associates.
Wood, L.A.&Kroger, R.O.2000. Doing Discourse Analysis:Methods for Studying Action in Talk and Text [C]. Thousand Oaks, CA:Sage Publications.
Wooffitt, R.2005. Conversation Analysis and Discourse Analysis:A Comparative and Critical Introduction [M]. Thousand Oaks, CA:Sage.
Young, R.1999. Sociolinguistic Approaches to SLA [J]. Annual Review of Applied Linguistics19:105-32.
Young, R.F.&Nguyen, H.T.2002. Modes of meaning in high school science [J]. Applied Linguistics23(3):348-372.
Yu Weihua2009. An Analysis of College English Classroom Discourse [DB/OL]. Asian Social Sicence5(7):152-159. www.ccsenet.org/journal.html,2012-01-06.
Yiisel, D.2009. A Bakhtian understanding of social constructivism in language teaching [J]. Journal of Language and Linguistic Studies5(1):1-10.
Zack, V.&Graves, B.2001. Making Mathematical Meaning Through Dialogue:"Once you think of it, the z minus three seems pretty weird"[J]. Educational Studies in Mathematics46:229-271.
Zanoni, J.P.2008. Dialogue and Hegemony:Sociolinguistic Analysis of'Charlas'For Critique and Praxis [J]. Mediterranean Journal of Educational Studies13(1):39-58.
Zuengler, J.&Cole, K.M.2007. The Research Process in Classroom Discourse Analysis:Current Perspectives [C]. Mahwah, NJ:Lawrence Erlbaum Assocociates.
Zuengler, J.&Miller, E.R.2006. Cognitive and sociocultural perspectives:Two parallel SLA worlds?[J]. TESOL Quarterly40:35-58.
Zuengler, J.&Mori, J.2002. Microanalyses of Classroom Discourse:A Critical Consideration of Method [J]. Applied Linguistics23(3):283-288.
巴赫金1998.巴赫金全集(第一至第六卷)[C].钱中文主编,晓河、白春仁等译.石家庄：河北教育出版社.
白春仁1998.巴赫金——求索对话思维[J].文学评论(5)：101-108.
布宁(英)、余纪元2001.西方哲学英汉对照辞典[Z].北京：人民出版社.
曹文彪2011.概念、命题及理论——简论学术成果的三要素[DB/OL].http://lib.zjdx.gov.cn/zdnews/view.asp?id=1497,2012-03-10.
陈红2009.教改背景下的大学英语教师教学信念体系的构想与设计[J].外语与外语教学(12)：27-29.
陈蕾2007.教育研究中的解释学取向[J].煤炭高等教育(5)：106-108.
陈美心1997.情景教学法在小学英语对话教学中的应用[J].教育评论(5)：72.
陈太胜2000.巴赫金对话理论的人文精神[J].学术交流(1):108-114.
陈向明2000.质的研究方法与社会科学研究[M].北京：教育科学出版社.
陈小玲2007.师生话语权丧失及其原因分析[D].华南师范大学.硕士论文.
程晓堂2009.英语教师课堂话语分析[M].上海：上海外语教育出版社.
戴曼纯2010.二语习得研究理论建设几个核心问题[J].外语与外语教学(5):49-52.
戴炜栋、张雪梅2001.探索有中国特色的英语教学理论体系——思考与建议[J].外语研究(2):1-4+80.
戴炜栋、王雪梅2006.建构具有中国特色的外语教育体系[J].外语界(4):2-12.
董明2004.大学英语课堂“生生互动”模式初探[J].外语与外语教学(5):30-33.
董小英1994.再登巴比伦塔：巴赫金与对话理论[M].北京：三联书店.
段建军、陈然兴2008.人，生存在边缘上——巴赫金边缘思想研究[M].北京：人民出版社.
范文芳、马靖香2011.中国英语课堂上的IRF会话结构与交际性课堂教学模式研究[J].中国外语(1):65-71.
丰国欣2008.第二语言认知协同论[M].北京：高等教育出版社.
冯茁2008.论教育场域中的对话——基于教师视角的哲学解释学研究[D].博士论文.东北师范大学.
傅利2007.英语作为外语的课堂问答话语语用研究[D].上海外国语大学.
高秉江2005.胡塞尔与西方主体主义哲学[M].武汉：武汉大学出版社.
高一虹2007.“想象共同体”与语言学习[J].中国外语(5):47-52.
高一虹、周燕2009.二语习得社会心理研究：心理学派与社会文化学派[J].外语学刊(1):123-128.
高瑛2009.认知与社会文化视域下的课堂互动话语研究述评[J].外语教学理论与实践(4):76-83.
辜筠芳2009.哈贝马斯规范语用学视野下的课堂对话研究[D].博士论文.华东师范大学.
郭春燕2010.对话语篇的整合研究[D].博士论文.黑龙江大学.
郝鸿耀2011.大学英语课堂教学实效性研究[D].博士论文.上海外国语大学.
何安平2003.基于语料库的英语教师话语分析[J].现代外语(2):161-170.
何安平2011.短语理论视角下的英语教师课堂话语探究[J].外语教学理论与实践(3):23-29.
何克抗、郑永柏、谢幼如2002.教学系统设计[M].北京：北京师范大学出版社.
胡漫2010.作为话语类型的“狂欢”——巴赫金狂欢化理论的语言解读[D].硕士论文.华中师范大学.
胡青球2007.中外教师英语课堂话语对比分析——个案研究[J].国外外语教学(1):32-37.
胡青球2011.国外二语/外语课堂教师重述式反馈研究综述[J].外语教学理论与实践(3):30-34.
胡青球、埃德·尼可森、陈炜2004.大学英语教师课堂提问模式调查分析[J].外语界(6):22-27.
胡越竹2005.外语课堂语言错误的纠正[D].博士论文.上海外国语大学.
黄国文1987.语篇分析概要[M].长沙：湖南教育出版社.
黄小苹2006.课堂话语微观分析：理论，方法与实践[J].外语研究(5):53-57.
黄忠敬2001.教学理论：走向交往与对话的时代[J].教育理论与实践(7):33-35.
霍红斌1996.小学英语的对话教学[J].中国电化教育(3):37-39.
季水河、刘中望2004.巴赫金学术思想国际研讨会综述[J].文学评论(5):189-191.
纪卫宁、辛斌2009.费尔克劳夫的批评性话语分析思想论略[J].外国语文25(6):21-25.
贾爱武1999.语言课堂话语模式的分析与改进[J].解放军外国语学院学报(4):72-73.
贾丹2010.反思法视角下的口译课堂教学教师发展研究[D].上海外国语大学.
蒋景阳2010.英语作为外语教学的课堂中非刻意负反馈作用的研究[D].上海外国语大学.
金生鈜1997.理解与教育———走向哲学解释学的教育哲学导论[M].北京：教育科学出版社.
康建琴2004.对话教学：内涵、特征与原则[J].山西财经大学学报(高等教育版)(9):46-48.
康艳、程晓堂2011.外语教师课堂话语功能新框架[J].外语教学理论与实践(3):7-14.
克拉克、霍奎斯特1992.米哈依尔·巴赫金(语冰译)，北京：中国人民大学出版社.
克拉克、霍奎斯特2000.米哈伊尔·巴赫金[M].语冰译.北京：中国人民大学出版社.李斌.2001.巴赫金的话语理论及其对批判学派的贡献[J].传播论坛(6):64-69.
李冲锋、许芳2003.对话：后现代课程的主题词[J].全球教育展望(2):48-53.
李华2007.从话语分析理论的发展看国内教师话语的研究[J].外语界(5):83-90.
李怀祖2000.管理研究方法论[M].西安：西安交通大学出版社.
李美霞2005.西方语言学界话语类型研究述评[J].外语教学(1):5-9.
李庆生、孙志勇2011.课堂提问：是获取信息还是挑战？——对大学英语课堂中教师提问功能的会话分析[J].中国外语(1):58-64.
李曙光2005.巴赫金超语言学理论的重新语境化及其在书面新闻语篇分析中的应用[D].博士论文.南京师范大学.
李曙光2007.语篇对话性与英语书面新闻语篇分析[J].外语学刊(6):109-114.
李素枝2008.中外教师课堂话语策略对比[J].西安外国语大学学报(1):56-59.
李晓红2010.主体间性维度下的对话教学与意义生成[J].河北理工大学学报(社会科学版)(2):60-77.
李战子1996.从会话分析看英语口语课课堂活动[J].外语界(2):18-25.
梁庆标2011.对话中的身份建构——君特·格拉斯《剥洋葱》的自传叙事[J].国外文学(1):76-81.
梁文霞2007.英语课堂学生小组对话中的话语共建[J].解放军外国语学院学报(1):42-46.
廖慈惠2009.对话性的流变——从苏格拉底到巴赫金[J].湖南工业大学学报(社会科学版)(3):40-43.
寮菲、冯晓媛2005.英语课堂话语的认知语境与实际效果分析[J].外语教学(1):1-6.
林聚任2004.社会科学研究方法[M].济南：山东人民出版社.
林正军、刘永兵、王冰2009.国内英语课堂话语研究的现状与展望[J].西安外国语大学学报(1):100-104.
林正军、周沙2011.中国英语课堂教师反馈语的类型与特征研究[J].外语教学理论与实践(3):15-22+34.
凌建侯1999.话语的对话本质——巴赫金对话哲学与话语理论关系研究[D].博士论文.北京外国语大学.
凌建侯2007.巴赫金哲学思想与文本分析法[M].北京：北京大学出版社.
刘家荣、蒋宇红2004.英语口语课堂话语的调查与分析——个案研究[J].外语教学与研究(4):285-291.
刘康1994.一种转型期的文化理论——论巴赫金对话主义在当代文论中的命运[J].中国社会科学(2):161-176.
刘全国2007.三语环境下外语教师课堂语码转换研究[D].博士论文.西北师范大学.
刘如珍2006.戏仿——一种难以同避的话语表达方式[J].艺苑(5):50-51.
刘学惠2005.课堂环境下的第二语言习得：理论框架与分析单位[J].外语与外语教学(10):54-58.
刘学惠2006.英语师范生课堂话语的建库、分析和应用[J].外语电化教学(5):41-45.
刘永兵2010.西方二语习得理论研究的两种认识论取向[J].东北师大学报(哲学社会科学版)(4):86-92.
刘永兵、王冰2008.国外课堂研究的两种取向[J].中小学英语教学与研究(8):5-9.
刘永兵、张会平2010.基于语料库的中学英语课堂的规约话语研究[J].外语与外语教学(4):14-18.
刘永兵、张会平2011.中学英语教师课堂话语语法复杂度——一项基于课堂话语语料库的对比研究[J].外语电化教学(3):22-27+37.
罗贻荣2006.走向对话:文学·自我·传播[M].北京：中国社科科学出版社.
罗颖1999.利用语料库分析中学英语课堂提问技巧[J].国外外语教学(4):26-31.
吕涛http://wenku.baidu.com/view/8541994cf7ec4afe04a1df80.htm[DB/OL].2012-02-16.
吕文彦、王景2008.对话——新型师生关系的真谛[J].教学与管理(2):31-32.
马瑞香2008.外语教学的哲学思考[J].外语学刊(3):127-130.
梅兰2001.国外巴赫金研究概况[J].外国文学研究(4):1-7.
梅兰2005.巴赫金哲学美学和文学思想研究[M].武汉：华中科技大学出版社.
莫嘉丽2006.试论《突然我记起你的脸》的复调艺术[J].华南师范大学学报(社会科学版)(2):142-144.
慕君2006.阅读教学对话研究[D].博士论文.华东师范大学.
宁一中2006.他者不仅仅是镜子——巴赫金及巴赫金的主要理论贡献[DB/OL].华南师范大学外国语言文化学院在线http://sfs.scnu.edu.cn/show.aspx?id=716&cid=15,2009-03-27.
庞继贤、吴薇薇2000.英语课堂小组活动实证研究[J].外语教学与研究(6):424-430+478.
彭秀平2005.质的研究访谈法评介[J].社会科学家S1:534-535.
邱戈2010.从对话伦理想象传播的德性——哈贝马斯、阿佩尔和巴赫金对话思想的比较与思考[J].
浙江大学学报(人文社会科学版)(8):46-54.
沈华柱2005.对话的妙悟：巴赫金语言哲学思想研究[M].上海：上海三联文化传播有限公司.
沈晓敏2005.对话教学的意义和策略[D].博士论文.华东师范大学.
石云章2008.中国外语学习者课堂内外英语交际意愿研究[D].博士论文.山东大学.
束定芳2005.外语教育往事谈(第二辑)[M].上海：上海外语教育出版社.
束定芳、华维芬2009.中国外语教学理论研究(1949-2009)[M].上海：上海外语教育出版社.
孙建军2008.语文对话教学[M].上海：复旦大学出版社.
谭芳、刘永兵2010.语言、文化、自我——论巴赫金与维果斯基理论核心思想之“殊途同归”[J].外语研究(3):40-45.
谭芳、刘永兵2011.对话符号与习得——巴赫金与二语习得研究综述[J].外语研究(3):17-24.
王初明2000.语言学和第二语言习得[M].北京：外语教学与研究出版社.
王铭玉2010.符号的性质及对话理论——巴赫金思想研究[J].外语学刊(6):151-155.
王向华2009.对话教育论纲[M].北京：教育科学出版社.
王银泉1999.第33界国际英语教师协会(IATEFL)年会侧记[J].外语界(2):54-55.
王永祥2009.主体间性外语教学模式的构建[D].博士论文.南京师范大学.
文秋芳2008.评析二语习得认知派与社会派20年的论战[J].中国外语(3):13-20.
吴宗杰1994.外语课堂话轮类型析[J].外语教学与研究(2):1-6.
吴遵民2006.当代国际课堂教学改革的发展动向及启示[J].中小学教育(8):1-24.
夏甄陶2000.人是什么[M].北京：商务印书馆.
咸修斌、孙晓丽2007.自然模式亦或教学模式——基于大学英语优秀教师课堂话语语料的分析[J].外语与外语教学(5):37-41.
萧净宇2007.超越语言学——巴赫金语言哲学研究[M].上海：上海人民出版社.
谢文怡2005.从英语语音谈教师话语的调整[J].外语电化教学(6):65-68.
辛斌2002.巴赫金论语用:言语、对话、语境[J].外语研究(4):6-9.
辛斌2005.批评语言学：理论与应用[M].上海：外语教育出版社.
徐尔清、应惠兰2002.《新编大学英语》课堂会话研究[J].外语与外语教学(3):24-27.
徐海铭、罗杏焕2006.走出认知传统樊篱重构二语习得模式——评MarysiaJohnson《二语习得之哲学》[J].外语学刊(5):107-111.
徐英2003.外语课堂教师礼貌情况调查分析[J].外语教学与研究(1):62-68+81.
许峰2003.大学英语课堂提问的调查与分析[J].国外外语教学(3):30-34.
许丽莹2008.中国大学英语课堂中的对话教学[D].博士论文.上海外国语大学.
闫涛2011.中国英语教师课堂元话语研究[D].博士论文.上海外国语大学.
杨慧林2001.文学批评中的关键词详解[DB/OL].http://www.literature.org.cn/article.aspx?id=7410,2012-01-03.
杨雪燕2007.外语教师课堂提问策略的话语分析[J].中国外语(1):50-56.
叶浩生2007.客观主义与建构主义：对立及其超越[J].自然辩证法研究23(9):75-79.
于元芳2010.中国英语学习者外语学习认知与策略研究[M].长春：东北师范大学出版社.
于元芳、刘永兵2009.对二语学习策略理论的验证性研究——兼谈本土外语学习理论之必要[J].中国外语(4):83-89.
袁方2000.社会研究方法教程[M].北京：北京大学出版社.
岳伟、王坤庆2004.主体间性：当代主体教育的价值追求[J].华东师范大学学报(教育科学版)(2):1-6+36.
战菊2010.大学英语教师的叙事分析：信念及其构建[J].中国外语(5):68-76.
张会平、刘永兵2010.基于语料库的中学英语教师课堂话语标记语研究[J].外语教学与研究42(5):356-363.
张莉2008.误读与对话理论、阐释学和权力话语[J].西安外国语大学学报16(2):31-34.
张莲2009.问答、交互与课堂话语——一位高校英语专业教师的课堂话语个案分析报告[J].中国外语教育(季刊)2(2):56-64.
张敏2002.从自然言语与教师话语的风格差异谈教师话语的效能[J].外语教学(4):41-44.
张雪2006.对话体语篇分析[D].博士论文华东师范大学.
张增田2005.对话教学研究[D].博士论文.西南师范大学.
张增田、靳玉乐2004.论新课程背景下的对话教学[J].西南师范大学学报(5):77.张征2011.英语课堂多模态读写能力实证研究[D].博士论文.山东大学.
赵晨2004.基于语料库的英语课堂会话中的修正片段研究[J].现代外语(4):402-409+438.
赵虹元、刘义兵2007.基于对话学习的课堂文化建设[J].中国教育学刊(12):56-59.
赵晓红1998.大学英语阅读课教师话语的调查与分析[J].外语界(2):17-22.
中国社会科学院语言研究所词典编辑室2005.现代汉语词典(第5版)[Z].北京：商务印书馆.
周红2001.谈英语阅读课中的提问[J].解放军外国语学院学报24(3):65-68.
周军平2006.教师话语与第二语言习得[J].外语教学(3):69-73.
周宪1997/2004.20世纪西方美学[M].北京：高等教育出版社.
周星、周韵2002.大学英语课堂教师话语的调查与分析[J].外语教学与研究(1):59-68.
朱志勇2005.教育研究方法论范式与方法的反思[J].教育研究与实验(1):7-12.
邹为诚、赵飞2008.论二语习得的理论建设——兼评《二语习得之问题》[J].中国外语(4):46-56.
佐藤学(日)2003.课程与教师[M].钟启泉(译).北京：教育科学出版社.
佐藤学(日)2006.课程与教师[M].钟启泉(译).北京：教育科学出版社.