Brock, C.A. (1986). The Effects of Referential Questions on ESL Classroom Discourse. TESOL Quarterly, 20, 47 – 5.
Cabrera, M. & Martinez, P. (2001), the Effects of Repetition, Comprehension Checks and Gestures on Primary School Children in EFL Situation. ELT journal. 55(3).
Dalton-Puffer, C., & Smit, U. (eds.) (2007) Empirical perspectives on CLIL classroom discourse. (pp. 7-24). Frankfurt: Lang.
Donato, R. (2000). Sociocultural contributions to understanding the second language classroom, In J.P. Lantolf (ed.) Sociocultural Theory and Second Language Learning (pp.25-40). Oxford University Press.
Ellis, R.(2008). The Study of second language acquisition. (2nd ed.). Oxford: Oxford University Press.
Foster, P, & Ohta, A. (2005). Negotiation for meaning and peer assistance in second language Classrooms. Applied Linguistics, 26(3), 402-430.
Gass, S. (1997). Input, interaction and the second language learner. Mahwah, N. J.: Lawrence Erlbaum.
Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37(2), 247–273.
Heritage, J., Robinson, J., Elliott, M., Beckett, M., & Wilkes, M. (2007). Reducing patients’ unmet concerns in primary care: The difference one word can make. Journal of General Internal Medicine, 22, 1429–1433.
Hutchby, I., & Wooffitt( 1998). Conversation Analysis. Cambridge, England: Polity Press.
Jefferson, G. (1983). Notes on some orderliness of overlap onset. Tilburg, Netherlands: Tilburg Papers in Language and Literature No. 28.
Johnson, K.E. 1995. Understanding communication in second language classrooms. New York NY: CUP.
Kasper, G. (2009). Locating cognition in second language interaction and learning: Inside the skull or in public view? International Review of Applied Linguistics, 47, 11–36.
Kasper, G., & Wagner, J. (2011).A conversation analytic approach to second language acquisition. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp.117–142). NewYork, NY: Routledge.
Kim, Y. (2010). Scaffolding through questions in upper elementary ELL learning. Literacy Teaching and Learning, 15, 109-137.
Koshik, I. (2002). A conversation analytic study of yes/no questions which convey reversed polarity assertions. Journal of Pragmatics, 34, 1851–1877.
Lee, Y.A. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly, 40(4), 691–713.
Long, M. (1983). Native speaker/non- native speaker conversation and the negotiation of meaning. Applied Linguistics, 4, 126–41.
Long, M. (2007). Problems in SLA. Mahwah, NJ: Lawrence Erlbaum.
Long, M.,& Sato C.J. (1983). Classroom foreigner talk Discourse: forms and functions of teacher’s questions in Seliger and M.H. Long (eds). Classroom – oriented research in second language acquisition. (PP.268 – 285) Rowley, MA: Newbury House.
Musumeci, D. (1996). Teacher–learner negotiation in content-instruction: communication at cross-purposes. Applied Linguistics, 17(3), 286–325.
Raymond, G. (2003). Grammar and social organization: Yes/no interrogatives and the structure of responding. American Sociological Review, 68, 939–967.
Richards, J. C., & Lockhart, C. (1996).Reflective teaching in second language classrooms. Cambridge, England: Cambridge University Press.
Psathas, G. (1995). Conversation analysis: The study of talk-in-interaction. Thousand Oaks, CA: Sage.
Sacks, H. (1987).On the preferences for agreement and contiguity in sequences in conversation. In G. Button & J. R. E. Lee (eds.), Talk and social organization (pp. 54–69). Clevedon, England: Multilingual Matters.
Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis Perspective. Blackwell Publishing: University of Michigan.
Shomoossi, N. (2004). The effect of teachers` questioning behavior on EFL Classroom interaction: A classroom research study. The Reading Matrix, 4(2).
Ten Have, P. (2007). Doing conversation analysis. Thousand Oaks, CA: Sage.
Thompson, J. (1997). Training teachers to ask questions. ELT Journal, 51, 99–105.
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge: Cambridge University Press.
Wajnryb, R. (1992). Classroom observation tasks: A resource book for language teachers and trainers. Cambridge, England: Cambridge University Press.
Walsh, S. (2006).Investigating classroom discourse. Cambridge. Cambridge, England: Cambridge University Press.
Walsh, S. (2013). Conversations as space for learning. International Journal of Applied Linguistics, 2(2), 1-20.
Waring, H. Z. (2012). Any Questions?: Investigating the Role of Understanding-Checks in Language Classrooms. TESOL Quarterly.
Waring. H. Z. (2013). How was your weekend?: developing the interactional competence in managing routine inquiries. Language Awareness. 22(1), 1–16.
Wong, J., & Waring, H. Z. (2010).Conversation analysis and second language pedagogy: A guide for ESL/ EFL teachers. New York: Routledge.
Wootton, A. J. (1989). Remarks on the methodology of conversation analysis. In D. Roger & P. Bull (Eds.), Conversation: An interdisciplinary perspective (pp. 238– 258). Philadelphia, PA: Multilingual Matters.