Expanding Individual Difference Research in the Interaction Approach
Investigating learners, instructors, and other interlocutors
Editor
Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors demonstrates why investigating the individual differences of all interlocutors with whom learners interact – including peer and heritage learners, instructors, researchers, and native speakers – is critical to understanding how second and foreign languages are taught and learned. Through state-of-the-art syntheses detailing what is known about learners and instructors, and novel empirical studies highlighting new avenues of inquiry, the volume articulates the most pressing needs for individual difference research. The book concludes with a scoping review, which reveals the many interlocutors still yet to be empirically considered and outlines next steps for this research. Uniquely combining linguistic theory, research synthesis, and empirical study, this book encourages students and established scholars alike to expand their conceptualization of individual differences. By demonstrating the importance of considering the individual differences of all interlocutors, the studies are also highly relevant to those teaching second and foreign languages in diverse contexts.
[AILA Applied Linguistics Series, 16] 2017. xii, 327 pp.
Publishing status: Available
© John Benjamins
Table of Contents
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Acknowledgements | pp. ix–x
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List of contributors | pp. xi–xii
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Introduction
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Chapter 1. Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutorsLaura Gurzynski-Weiss | pp. 3–15
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Learners
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Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interactionMirosław Pawlak | pp. 19–40
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Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction: A synthetic reviewShaofeng Li | pp. 41–70
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Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditionsDiana C. Arroyo and Yucel Yilmaz | pp. 71–97
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Chapter 5. Gender and recasts: Analysis of males’ and females’ L2 development following verbal and gesture-enhanced recastsKimi Nakatsukasa | pp. 99–119
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Chapter 6. Interaction and phonetic form in task completion: An examination of interlocutor effects in learner-learner and learner-heritage speaker interactionMegan Solon | pp. 121–147
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Instructors
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Chapter 7. Instructor individual characteristics and L2 interactionLaura Gurzynski-Weiss | pp. 151–172
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Chapter 8. Vietnamese TESOL teachers’ cognitions and practices: Developing learner-centered learningThi Le Hoang Chu and Rhonda Oliver | pp. 173–199
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Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedbackAvizia Y. Long | pp. 201–223
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Chapter 10. Linguistic variation in instructor provision of oral inputLaura Gurzynski-Weiss, Kimberly L. Geeslin, Avizia Y. Long and Danielle Daidone | pp. 225–253
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Chapter 11. Teachers’ provision of feedback in L2 text-chat: Cognitive, contextual, and affective factorsNicole Ziegler and George Smith | pp. 255–279
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Chapter 12. Preservice instructors’ performance on a language learning task: Altering interlocutor task orientationCharlene Polio and Susan M. Gass | pp. 281–302
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Other interlocutors
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Chapter 13. Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutorsLaura Gurzynski-Weiss and Luke Plonsky | pp. 305–324
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Index | pp. 325–327
Subjects
Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number: 2017034470