{"id":8752,"date":"2020-07-28T01:33:56","date_gmt":"2020-07-28T11:33:56","guid":{"rendered":"https:\/\/www.hawaii.edu\/sls\/?post_type=wm_staff&p=8752"},"modified":"2025-08-20T15:43:14","modified_gmt":"2025-08-21T01:43:14","slug":"gabriele-kasper","status":"publish","type":"wm_staff","link":"https:\/\/www.hawaii.edu\/sls\/people\/gabriele-kasper\/","title":{"rendered":"Gabriele Kasper"},"content":{"rendered":"\r\n
\"photo
Gabriele Kasper<\/figcaption><\/figure>\r\n

Gabriele Kasper recently retired as a Professor of Second Language Studies. For the past two decades she has adopted conversation analysis and cognate approaches to study social interaction in diverse settings and re-examine standard social science research methods. Her contributions to research methodology in applied linguistics include early publications on verbal protocols and speech act pragmatics.<\/p>\r\n

Select publications:<\/em><\/p>\r\n

Kasper, G., & Ro, E. (2022). Student essays as evidential resource in placement meetings. Linguistics and Education, 72, <\/em>101-127.<\/p>\r\n

Burch, A. R., & Kasper, G. (2021). Task instruction in OPI roleplays. In M. R. Salaberry & A. R. Burch (Eds.), Assessing speaking in context<\/em> (pp. 67-108). Multilingual Matters.<\/p>\r\n

Kasper, G., & Monfaredi, E. (2021. Storytelling as instructional practice in Persian language classrooms. In J. Wong & H. Z. Waring (Eds.), Storytelling in multilingual settings<\/em> (pp. 119-159). Routledge.<\/p>\r\n

Eskildsen, S. W., & Kasper, G. (2019). Interactional usage-based L2 pragmatics: From form-meaning pairings to construction-action relations. In N. Taguchi (Ed.), The Routledge handbook of second language acquisition and pragmatics<\/em> (pp. 176-191). Routledge.<\/p>\r\n

Kasper, G. & Ross, S. J. (Eds.) (2018). Inside knowledge production in applied linguistics: Research methods as interaction<\/em>. Special Issue, Applied Linguistics Review<\/em> 9:<\/em>4.<\/p>\r\n

K\u00e4\u00e4nt\u00e4, L., & Kasper, G. (2018). Clarification requests as a method of pursuing understanding in CLIL physics lectures. Classroom Discourse<\/em>, 9<\/em>(3), 205-226.<\/p>\r\n

K\u00e4\u00e4nt\u00e4, L., Kasper, G., & Piirainen-Marsh, A. (2018). Definition talk in CLIL classroom interaction: a multimodal perspective. Applied Linguistics<\/em>, 39<\/em>(5), 694-717.<\/p>\r\n

Roever, C., & Kasper, G. (2018). Speaking in turns and sequences: Interactional competence as a target construct in testing speaking. Language Testing, 35<\/em>(3), 331-355.<\/p>\r\n

Prior, M. T., & Kasper, G. (Eds.) (2016). Emotion in multilingual interaction<\/em>. Benjamins.<\/p>\r\n

Prior, M. T., & Kasper, G. (Eds.) (2015). Represented talk across activities and languages<\/em>. Special Issue, Text & Talk 35<\/em>:6.<\/p>\r\n

Ross, S. J., & Kasper, G. (Eds.) (2013). Assessing second language pragmatics<\/em>. Palgrave Macmillan.<\/p>\r\n

 <\/p>\r\n","protected":false},"excerpt":{"rendered":"

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