| Sociocultural theory and L2 instructional pragmatics RA Van Compernolle Multilingual Matters, 2014 | 277 | 2014 |
| Interaction and second language development: A Vygotskian perspective RA Van Compernolle John Benjamins, 2015 | 153 | 2015 |
| Promoting sociolinguistic competence in the classroom zone of proximal development RA Van Compernolle, L Williams Language Teaching Research 16 (1), 39-60, 2012 | 123 | 2012 |
| Frames of interaction in dynamic assessment: Developmental diagnoses of second language learning ME Poehner, RA van Compernolle Addressing issues of access and fairness in education through dynamic …, 2014 | 118 | 2014 |
| Sociocultural theory and second language pedagogy RA van Compernolle, L Williams Language Teaching Research 17 (3), 277-281, 2013 | 114 | 2013 |
| Developing second language sociopragmatic knowledge through concept-based instruction: A microgenetic case study RA Van Compernolle Journal of pragmatics 43 (13), 3267-3283, 2011 | 104 | 2011 |
| Reconceptualizing sociolinguistic competence as mediated action: Identity, meaning‐making, agency RA Van Compernolle, L Williams The Modern Language Journal 96 (2), 234-250, 2012 | 100 | 2012 |
| Instructed concept appropriation and L2 pragmatic development in the classroom RA Van Compernolle, A Henery Language Learning 64 (3), 549-578, 2014 | 86 | 2014 |
| Teaching L2 Spanish sociopragmatics through concepts: A classroom‐based study RA Van Compernolle, MPIA GOMEZ–LAICH, A Weber The Modern Language Journal 100 (1), 341-361, 2016 | 81 | 2016 |
| Promoting metapragmatic development through assessment in the zone of proximal development RA van Compernolle, C Kinginger Language Teaching Research 17 (3), 282-302, 2013 | 72 | 2013 |
| Incidental microgenetic development in second‐language teacher–learner talk‐in‐interaction RA van Compernolle Classroom Discourse 1 (1), 66-81, 2010 | 71 | 2010 |
| Teaching, learning, and developing L2 French sociolinguistic competence: A sociocultural perspective RA Van Compernolle, L Williams Applied linguistics 33 (2), 184-205, 2012 | 60 | 2012 |
| Developing sociopragmatic capacity in a second language through concept-based instruction RA Van Compernolle The Pennsylvania State University, 2012 | 57 | 2012 |
| Learning to do concept-based pragmatics instruction: Teacher development and L2 pedagogical content knowledge RA van Compernolle, A Henery Language Teaching Research 19 (3), 351-372, 2015 | 55 | 2015 |
| Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker RA Van Compernolle, H Zhang Language Testing 31 (4), 395-412, 2014 | 54 | 2014 |
| Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications RA van Compernolle JK Hall, J. Hellermann, & S. Pekarek Doehler (Eds.) L 2, 117-144, 2011 | 54 | 2011 |
| Morphosyntactic and phonological constraints on negative particle variation in French-language chat discourse RA Van Compernolle Language Variation and Change 20 (2), 317-339, 2008 | 54 | 2008 |
| Towards a sociolinguistically responsive pedagogy: Teaching second-person address forms in French RA van Compernolle Canadian Modern Language Review 66 (3), 445-463, 2010 | 53 | 2010 |
| Gesture, meaning, and thinking-for-teaching in unplanned vocabulary explanations RA Van Compernolle, T Smotrova Classroom Discourse 8 (3), 194-213, 2017 | 47 | 2017 |
| Are multilingualism, tolerance of ambiguity, and attitudes toward linguistic variation related? RA Van Compernolle International Journal of Multilingualism 13 (1), 61-73, 2016 | 47 | 2016 |
