​Shimamoto, D. (2026). Embedded task rehearsals:  Using membership categories to achieve a shift in pre-task activities. Language and Linguistics, 92, 101505. DOI https://doi.org/10.1016/j.linged.2026.101505

 

Greer, T., & Nanbu, Z. (2025). Occasioning and re-occasioning learnables in a cooking class. Language, Interaction, and Acquisition, 16(1), 132-167. https://doi.org/10.1075/lia.23043.gre 

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Nanbu, Z., & Hauser, E. (2025). Assembling competent participation in L2 interaction in a "simulated wild" context. Linguistics and Education, 90, 101468. DOI. https://doi.org/10.1016/j.linged.2025.101468 

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​Shimamoto, D. (2025). Repairing problems of acceptability in pre-task interaction. Classroom Discourse, 16(4), 480--501.DOI https://doi.org/10.1080/19463014.2025.2497767

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Hauser, E. & Nanbu, Z. (2025). Simple actions, sophisticated actions: Sequence-initiating actions by novice English users in an educational context. Pragmatics and Society.  DOI: https://doi.org/10.1075/ps.23087.hau

 

Amar, C., & Hauser, E. (2024). On the predictability of action: Student gaze shift in anticipation of teacher selection. Social Interaction: Video-Based Studies of Human Sociality, 7(2). DOI: https://doi.org/10.7146/si.v7i2.136142

 

Greer, T. (2023). L2 sidebar talk and distributed perception in a virtual reality game. 

Proceedings of the 6th CAN-Asia Symposium on L2 Interaction, University of Electro-Communications, Tokyo, 27-28 May. 

 

Hauser, E. (2023/online). Audible gestures:  Single claps as a resource for managing interaction. Pragmatics. https://www.jbe-platform.com/content/journals/10.1075/prag.21052.hau   

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​Nanbu, Z. & Greer, T. (2022). Creating obstacles to progressivity: Task expansion in second language role-plays. TESOL Quarterly. https://doi.org/10.1002/tesq.3197

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Nanbu, Z. (2022). "I got stepped on!" Participant orientations to proximity and space during a VR English class.  Proceedings of the 5th CAN-Asia Symposium on L2 Interaction, University of Electro-Communications, Tokyo, 14-15 May. 

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Amar, C., & Greer, T. (2022). "I don't know word": How L2 learners recruit assistances to address reading difficulties. Proceedings of the 5th CAN-Asia Symposium on L2 Interaction, University of Electro-Communications, Tokyo, 14-15 May. 

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Greer, T. (2022). Teaching assistants as interactional mediators. Proceedings of the 5th CAN-Asia Symposium on L2 Interaction, University of Electro-Communications, Tokyo, 14-15 May. 

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Hauser, E. (2022). Being the class clown:  L2 incompetence as performance. Proceedings of the 5th CAN-Asia Symposium on L2 Interaction, University of Electro-Communications, Tokyo, 14-15 May. 

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