Chris Leyland
TitleCited byYear
Enabling Language Help: Epistemic Maneuvering in Extended Information Request Sequences between EFL Teachers.
C Leyland
Novitas-ROYAL (Research on Youth and Language) 8 (2), 136-152, 2014
82014
‘Pre-enactment’in team-teacher planning talk
C Leyland
Pragmatics. Quarterly Publication of the International Pragmatics …, 2016
72016
For Mutual intelligibility, Must English as a lingua franca be standardized?
C Leyland
Annual Review of Education, Communication & Language Sciences 8, 2011
72011
Does the rebranding of British universities reduce international students to economic resources? A critical discourse analysis
C Leyland
NOVITAS-ROYAL 5 (2), 2011
42011
Dropping the devil’s advocate: One novice language tester’s shifting interactional practices across a series of speaking tests
C Leyland, T Greer, E Rettig-Miki
Classroom Discourse 7 (1), 85-107, 2016
32016
Resistance as a resource for achieving consensus: adjusting advice following competency-based resistance in L2 writing tutorials at a British University
C Leyland
Classroom Discourse 9 (3), 267-287, 2018
12018
Naming an activity: Arriving at recognitionals in team-teacher planning talk
T Greer, C Leyland
Journal of Pragmatics 126, 52-67, 2018
12018
The English'native speaker'teacher as a language resource: conversation analytic examinations of backstage interactions in Japanese high schools
CP Leyland
Newcastle University, 2013
2013
The system can't perform the operation now. Try again later.
Articles 1–8