Expanding Individual Difference Research in the Interaction Approach

Investigating learners, instructors, and other interlocutors

Editor
| Indiana University
HardboundAvailable
ISBN 9789027205346 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027264886 | EUR 99.00 | USD 149.00
 
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
Table of Contents
Acknowledgements
ix–x
List of contributors
xi
Introduction
3–15
Chapter 1. Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors
Laura Gurzynski-Weiss
4–15
Learners
Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction
Miroslaw Pawlak
20–40
Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction: A synthetic review
Shaofeng Li
42–70
Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions
Diana C. Arroyo and Yucel Yilmaz
72–97
Chapter 5. Gender and recasts: Analysis of males’ and females’ L2 development following verbal and gesture-enhanced recasts
Kimi Nakatsukasa
100–119
Chapter 6. Interaction and phonetic form in task completion: An examination of interlocutor effects in learner-learner and learner-heritage speaker interaction
Megan Solon
122–147
Instructors
Chapter 7. Instructor individual characteristics and L2 interaction
Laura Gurzynski-Weiss
152–172
Chapter 8. Vietnamese TESOL teachers’ cognitions and practices: Developing learner-centered learning
Thi Le Hoang Chu and Rhonda Oliver
174–199
Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback
Avizia Long
202–223
Chapter 10. Linguistic variation in instructor provision of oral input
Laura Gurzynski-Weiss, Kimberly L. Geeslin, Avizia Long and Danielle Daidone
226–253
Chapter 11. Teachers’ provision of feedback in L2 text-chat: Cognitive, contextual, and affective factors
Nicole Ziegler and George Fredrik Smith
256–279
Chapter 12. Preservice instructors’ performance on a language learning task: Altering interlocutor task orientation
Charlene Polio and Susan M. Gass
282–302
Other interlocutors
Chapter 13. Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutors
Laura Gurzynski-Weiss and Luke Plonsky
306–324
Index
325–327
Cited by

Cited by other publications

Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay
2020. A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS. Studies in Second Language Acquisition  pp. 1 ff. Crossref logo
Brown, Alan V., Luke Plonsky & Yasser Teimouri
2018. The use of course grades as metrics in L2 research: A systematic review. Foreign Language Annals 51:4  pp. 763 ff. Crossref logo
Gurzynski-Weiss, Laura
2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 4 ff. Crossref logo
Gurzynski-Weiss, Laura
2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 248 ff. Crossref logo
Long, Avizia Yim & Kimberly L. Geeslin
2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 160 ff. Crossref logo
Mackey, Alison
2020.  In Interaction, Feedback and Task Research in Second Language Learning, Crossref logo
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2  pp. 381 ff. Crossref logo
Philp, Jenefer & Laura Gurzynski-Weiss
2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 20 ff. Crossref logo
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal Crossref logo
Suzuki, Yuichi, Satoko Yokosawa & David Aline
2020. The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax. Language Teaching Research  pp. 136216882091398 ff. Crossref logo

This list is based on CrossRef data as of 30 october 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2017034470 | Marc record