| L2 interactional competence and development JK Hall, J Hellermann, SP Doehler Multilingual Matters, 2011 | 600 | 2011 |
| Social actions for classroom language learning J Hellermann Multilingual Matters, 2008 | 550 | 2008 |
| The interactive work of prosody in the IRF exchange: Teacher repetition in feedback moves J Hellermann Language in society 32 (1), 79-104, 2003 | 329 | 2003 |
| Language which is not taught: The discourse marker use of beginning adult learners of English J Hellermann, A Vergun Journal of pragmatics 39 (1), 157-179, 2007 | 287 | 2007 |
| The development of practices for action in classroom dyadic interaction: Focus on task openings J Hellermann The Modern Language Journal 91 (1), 83-96, 2007 | 252 | 2007 |
| On the contingent nature of language‐learning tasks J Hellermann, SP Doehler Classroom Discourse 1 (1), 25-45, 2010 | 169 | 2010 |
| Members’ methods, members’ competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair J Hellermann L2 interactional competence and development, 147-172, 2011 | 160 | 2011 |
| Looking for evidence of language learning in practices for repair: A case study of self‐initiated self‐repair by an adult learner of English J Hellermann Scandinavian Journal of Educational Research 53 (2), 113-132, 2009 | 155 | 2009 |
| Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English J Hellermann Applied Linguistics 27 (3), 377-404, 2006 | 138 | 2006 |
| Practices for social interaction in the language-learning classroom: Disengagements from dyadic task interaction J Hellermann, E Cole Applied Linguistics 30 (2), 186-215, 2009 | 124 | 2009 |
| Tracing developmental changes through conversation analysis: Cross‐sectional and longitudinal analysis YA Lee, J Hellermann Tesol Quarterly 48 (4), 763-788, 2014 | 121 | 2014 |
| Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk J Hellermann Research on language and social interaction 38 (1), 105-130, 2005 | 100 | 2005 |
| Practices for dispreferred responses using no by a learner of English J Hellermann Walter de Gruyter GmbH & Co. KG 47 (1), 95-126, 2009 | 69 | 2009 |
| Mobile augmented reality and language‐related episodes T Sydorenko, J Hellermann, SL Thorne, V Howe Tesol quarterly 53 (3), 712-740, 2019 | 65 | 2019 |
| Conversation analytic research on learning-in-action J Hellermann, SW Eskildsen, SP Doehler, A Piirainen-Marsh The Complex Ecology of Second Language Interaction “in the Wild”. Cham: Springer, 2019 | 65 | 2019 |
| Rewilding language education: Emergent assemblages and entangled actions SL Thorne, J Hellermann, T Jakonen The Modern Language Journal 105 (S1), 106-125, 2021 | 60 | 2021 |
| Interactional practices and artifact orientation in mobile augmented reality game play SL Thorne, J Hellermann, A Jones, D Lester PsychNology Journal, 2015 | 58 | 2015 |
| Mobile reading as social and embodied practice J Hellermann, SL Thorne, P Fodor Classroom Discourse 8 (2), 99-121, 2017 | 56 | 2017 |
| The sequential and prosodic co-construction of a ‘quiz game’activity in classroom talk J Hellermann Journal of pragmatics 37 (6), 919-944, 2005 | 53 | 2005 |
| Socio‐Interactive practices and personality in adult learners of english with little formal education N Ramírez‐Esparza, K Harris, J Hellermann, C Richard, PK Kuhl, S Reder Language Learning 62 (2), 541-570, 2012 | 42 | 2012 |
