[Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. London: Longman.]Search in Google Scholar
[Drew, P., & Heritage, J. (1992). Analyzing talk at work: an introduction. In P. Drew & J. Heritage (Eds.), Talk at work. Interaction in institutional settings (pp. 3-65). Cambridge: Cambridge University Press.]Search in Google Scholar
[Ehrlich, S., & Freed, A. F. (2009). The function of questions in institutional discourse. An introduction. In A. F. Freed & A. Ehrlich (Eds.), Why do you ask? The function of questions in institutional discourse (pp. 3-19). Oxford: Oxford University Press.]Search in Google Scholar
[Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. The Modern Language Journal, 81(3), 285-300.10.1111/j.1540-4781.1997.tb05480.x]Search in Google Scholar
[Firth, A., & Wagner, J. (2007). Second/foreign language learning as a social accomplishment: Elaborations on a reconceptualized SLA. The Modern Language Journal, 91, 800-819.10.1111/j.1540-4781.2007.00670.x]Search in Google Scholar
[Gardner, R. (2013). Conversation analysis in the classroom. In J. Sidnell & T. Stivers (Eds.), The handbook of conversation analysis (pp. 593-611). Chichester: Wiley-Blackwell.]Search in Google Scholar
[Hargreaves, L., & Galton, M. (2002). Transfer from the primary classroom: 20 years on. London: Routledge.]Search in Google Scholar
[Ho, D. G. E. (2005). Why do teachers ask the questions they ask? RELC Journal, 36(3), 297-310.10.1177/0033688205060052]Search in Google Scholar
[Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Cambridge: Polity Press, Blackwell Publishers.]Search in Google Scholar
[Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.]Search in Google Scholar
[Lee, Y.-A. (2006). Respecifying display questions: Interactional resources for language teaching. TESOL Quarterly, 40(4), 691-713.10.2307/40264304]Search in Google Scholar
[Linell, P. (1998). Approaching dialogue. Talk, interaction and contexts in dialogical perspectives. Amsterdam: John Benjamins Publishing Company.10.1075/impact.3]Search in Google Scholar
[Linell, P. (2009). Rethinking language, mind and world dialogically. Interactional and contextual theories of human sense-making. Charlotte: Information Age Publishing.]Search in Google Scholar
[Mareš, J. (2009). Posledních dvacet let výzkumu pedagogické interakce a komunikace v České republice (léta 1990-2009). In Pedagogická komunikace v didaktických, sociálních a filozofických souvislostech. Sborník příspěvků z konference. (pp. 9-29). Hradec Králové: Gaudeamus.]Search in Google Scholar
[Margutti, P., & Drew, P. (2014). Positive evaluation of student answers in classroom instruction. Language and Education, 28(5), 436-458.10.1080/09500782.2014.898650]Search in Google Scholar
[Markee, N. (2000). Conversation analysis. Mahwah: Lawrence Erlbaum Associates.10.4324/9781410606471]Search in Google Scholar
[Marková, I. (1982). Paradimgs, thought, and language. Chichester: John Wiley & Sons.]Search in Google Scholar
[McHoul, A. (1978). The organization of turns at formal talk in the classroom. Language in Society, 7(02), 183-213.10.1017/S0047404500005522]Search in Google Scholar
[McHoul, A. W. (1990). The organization of repair in classroom talk. Language in Society, 19(03), 349-377.10.1017/S004740450001455X]Search in Google Scholar
[Mercer, N. (2010). The analysis of classroom talk: Methods and methodologies. British Journal of Educational Psychology, 80(1), 1-14.10.1348/000709909X479853]Search in Google Scholar
[Mitchell, R. F. (2009). Current trends in classroom research. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 675-705). Chichester: Blackwell Publishing Ltd.]Search in Google Scholar
[Newman, F., & Holzman, L. (1993). Lev Vygotsky. Revolutionary scientist. London: Routledge.]Search in Google Scholar
[Nystrand, M., Wu, L. L., Gamoran, A., Zeiser, S., & Long, D. A. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135-198.10.1207/S15326950DP3502_3]Search in Google Scholar
[Ohta, A. S. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah: Lawrence Erlbaum Associates.10.4324/9781410604712]Search in Google Scholar
[Píšová, M., Hanušová, S., Kostková, K., Janíková, V., Najvar, P., & Tůma, F. (2013). Učitel expert: jeho charakteristiky a determinanty profesního rozvoje (na pozadí cizojazyčné výuky). Brno: Masarykova univerzita.]Search in Google Scholar
[Rampton, B., Roberts, C., Leung, C., & Harris, R. (2002). Methodology in the analysis of classroom discourse. Applied Linguistics, 23(3), 373-392.10.1093/applin/23.3.373]Search in Google Scholar
[Schegloff, E. A. (1987). Between micro and macro: Contexts and other connections. In J. C. Alexander, B. Giesen, R. Münch, & N. J. Smelser (Eds.), The micro-macro link (pp. 207-234). Berkeley, Los Angeles: University of California Press.]Search in Google Scholar
[Schegloff, E. A. (1991). Conversation analysis and socially shared cognition. In L. B. Resnick, J. M. Levine, & S. D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 150-171). Washington: American Psychological Association.]Search in Google Scholar
[Šeďová, K., Švaříček, R., & Šalamounová, Z. (2012). Komunikace ve školní třídě. Praha: Portál.]Search in Google Scholar
[Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. University of Michigan: Blackwell Publishing.]Search in Google Scholar
[Ten Have, P. (2007). Doing conversation analysis (2nd ed.). London: SAGE Publications.10.4135/9781849208895]Search in Google Scholar
[Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context (Reprint edition). Cambridge: Cambridge University Press.]Search in Google Scholar
[Tůma, F. (2014a). Dialogism and classroom interaction in English language teaching: A review of Czech research. Pedagogická orientace, 24(6), 878-902.10.5817/PedOr2014-6-878]Search in Google Scholar
[Tůma, F. (2014b). Dialogismus a výzkum interakce ve třídě: přehledová studie (1990-2012). Pedagogika, 64(2), 177-199.]Search in Google Scholar
[Vološinov, V. N. (1973). Marxism and the philosophy of language. (L. Matejka & I. R. Titunik, Trans.). New York, London: Seminar Press.]Search in Google Scholar
[Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.]Search in Google Scholar
[Vygotsky, L. S. (1981). The genesis of higher mental functions. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology (pp. 144-188). New York: M. E. Sharpe.]Search in Google Scholar
[Waring, H. Z. (2009). Moving out of IRF (Initiation-Response-Feedback): A Single Case Analysis. Language Learning, 59(4), 796-824.10.1111/j.1467-9922.2009.00526.x]Search in Google Scholar
[Waring, H. Z. (2012). Yes-no questions that convey a critical stance in the language classroom. Language and Education, 26(5), 451-469.10.1080/09500782.2012.656651]Search in Google Scholar
[Wertsch, J. V. (1991). Voices of the mind. A sociocultural approach to mediated action. Herfordshire: Harvester Wheatsheaf.]Search in Google Scholar
[Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.10.1111/j.1469-7610.1976.tb00381.x]Search in Google Scholar