Leila Kääntä

发表

From noticing to initiating correction: Students’ epistemic displays in instructional interaction

Leila Kääntä, 2014 .

Explaining Hooke’s Law: Definitional Practices in a CLIL Physics Classroom

G. Kasper, A. Piirainen-Marsh, Leila Kääntä, 2016 .

Teachers’ embodied allocations in instructional interaction

Leila Kääntä, 2012 .

Manual Guiding in Peer Group Interaction: A Resource for Organizing a Practical Classroom Task

Arja Piirainen-Marsh, A. Piirainen-Marsh, Leila Kääntä, 2013 .

Learning English Through Social Interaction: The Case of Big Brother 2006, Finland

Sirpa Leppänen, Saija Peuronen, T. Paakkinen, 2013 .

In search of proper pronunciation: students’ practices of soliciting help during read-aloud

Leila Kääntä, 2018, AFinLA-e: Soveltavan kielitieteen tutkimuksia.

Clarification requests as a method of pursuing understanding in CLIL physics lectures

G. Kasper, Leila Kääntä, 2018, Classroom Discourse.

Multimodal blame attributions in technology-supported peer interaction

Leila Kääntä, Minttu Vänttinen, 2024, Classroom Discourse.

L2 grammar‐for‐interaction: Functions of “and”‐prefaced turns in L2 students’ collaborative talk

Teppo Jakonen, Leila Kääntä, František Tůma, 2023, The Modern Language Journal.