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Numerous studies conducted during language lessons aim at gaining more knowledge about classroom interaction and its relationship with the learning and teaching processes. Early research concerning classroom interaction involved quantitative methodology and was based on some predetermined sets of categories used for coding specific classroom behaviours. However, such an analysis is not sufficient since it does take into consideration whole stretches of the context in which the utterance isdoi:10.14746/n.2010.34.19 fatcat:3ok7asymt5fybnqi5orzh5z5qe