Chapter published in:
Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors
Edited by Laura Gurzynski-Weiss
[AILA Applied Linguistics Series 16] 2017
► pp. 3–16

Chapter 1
Expanding individual difference research in the interaction approach

Investigating learners, instructors, and other interlocutors

Article outline
  • Motivation for the volume
  • The organizing Research Network (ReN)
  • Intended audience
  • Structure of the volume
  • Learner IDs (Chapters 2–6)
  • Instructor IDs (Chapters 7–12)
  • Other interlocutors (Chapter 13)
  • References
Published online: 12 December 2017
https://doi.org/10.1075/aals.16.01gur
References

References

Adams, R., Nuevo, A., & Egi, T.
(2011) Explicit and implicit feedback, modified output, and SLA: Does explicit and implicit feedback promote learning and learner-learner interactions? Modern Language Journal, 95(Suppl. 1), 42–63. CrossrefGoogle Scholar
Arabski, J., & Wojtaszek, A.
(2011) Individual learner differences in SLA. Clevedon, UK: Multilingual Matters.Google Scholar
Dörnyei, Z., & Ryan, S.
(2015) The psychology of the language learner revisited. London: Routledge.Google Scholar
Ellis, R., & He, X.
(1999) The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21, 285–301. CrossrefGoogle Scholar
Ellis, R., Tanaka, Y., & Yamazaki, A.
(1994) Classroom interaction, comprehension, and the acquisition of L2 word meanings. Language Learning, 44(3), 449–491. CrossrefGoogle Scholar
Gass, S. M.
(2003) Input and interaction. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 224–255). Malden, MA: Wiley-Blackwell. CrossrefGoogle Scholar
Gass, S. M., & Mackey, A.
(2015) Input, interaction, and output in second language acquisition. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (2nd ed., pp. 180–206). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gass, S. M., & Mackey, A., & Pica, T.
(1998) The role of input and interaction in second language acquisition [Special issue]. Modern Language Journal, 82(3), 299–307. CrossrefGoogle Scholar
Gurzynski-Weiss, L.
(2010) Factors influencing oral corrective feedback provision in the Spanish foreign language classroom: Investigating instructor native/nonnative speaker status, SLA education, & teaching experience (Unpublished doctoral dissertation). Georgetown University, Washington, DC.Google Scholar
(2013) Instructor characteristics and classroom-based SLA of Spanish. In K. L. Geeslin (Ed.), The handbook of Spanish second language acquisition (pp. 530–546). Malden, MA: Wiley-Blackwell. CrossrefGoogle Scholar
(2016a) Factors influencing Spanish instructors’ in-class feedback decisions. Modern Language Journal, 100(1), 255–275. CrossrefGoogle Scholar
(2016b) Spanish instructors’ operationalization and interpretation of task complexity and sequencing in non-experimental foreign language lessons. The Language Learning Journal, 44(4), 467–486. CrossrefGoogle Scholar
(2017) L2 instructor individual characteristics. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 451–467). New York, NY: Routledge.Google Scholar
Hatch, E.
(1978) Discourse analysis and second language acquisition. In E. Hatch (Ed.), Second language acquisition: A book of readings (pp. 401–435). Rowley, MA: Newbury House.Google Scholar
(1983) Psycholinguistics: A second language perspective. Rowley, MA: Newbury House.Google Scholar
Li, S.
(2010) The effectiveness of corrective feedback: A meta-analysis. Language Learning, 60(2), 309–365. CrossrefGoogle Scholar
(2013) The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97, 634–654. CrossrefGoogle Scholar
Long, M. H.
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of research on second language acquisition (Vol. 2, pp. 413–468). New York, NY: Academy Press.Google Scholar
(2007) Problems in SLA. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
MacIntyre, P. D., Burns, C., & Jessome, A.
(2011) Ambivalence about communicating in a second language: A qualitative study of French immersion students’ willingness to communicate. Modern Language Journal, 95(1), 81–96. CrossrefGoogle Scholar
Mackey, A.
(2006) Feedback, noticing, and instructed second language learning. Applied Linguistics, 27(3), 405–430. CrossrefGoogle Scholar
(Ed.) (2007) Conversational interaction in second language acquisition: A series of empirical studies. Oxford: Oxford University Press.Google Scholar
(2012) Input, interaction, and corrective feedback in L2 learning. Oxford: Oxford University Press.Google Scholar
Mackey, A., Adams, R., Stafford, C., & Winke, P.
(2010) Exploring the relationship between modified output and working memory capacity. Language Learning, 60, 501–533. CrossrefGoogle Scholar
Mackey, A., & Goo, J.
(2007) Interaction in SLA: A research synthesis and meta-analysis. In A. Mackey (Ed.), Conversational interaction in second language acquisition (pp. 407–452). Oxford: Oxford University Press.Google Scholar
Mackey, A., Oliver, R., & Leeman, J.
(2003) Interactional input and the incorporation of feedback: An exploration of NS-NNS and NNS-NNS adult and child dyads. Language Learning, 53, 35–66. CrossrefGoogle Scholar
Mackey, A., & Polio, C.
(2009) Multiple perspectives on interaction: Second language research in honor of Susan M. Gass. New York, NY: Routledge.Google Scholar
Masgoret, A. M., & Gardner, R. C.
(2003) Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123–163. CrossrefGoogle Scholar
McDonough, K.
(2005) Identifying the impact of negative feedback and learners’ responses on ESL question development. Studies in Second Language Acquisition, 27, 79–103. CrossrefGoogle Scholar
Moskovsky, C., Alrabai, F., Paolini, S., & Ratcheva, S.
(2013) The effects of teachers’ motivational strategies on learners’ motivation: A controlled investigation of second language acquisition. Language Learning, 63(1), 34–62. CrossrefGoogle Scholar
Pawlak, M.
(2012) New perspectives on individual differences in language learning and teaching. New York, NY: Springer. CrossrefGoogle Scholar
Pica, T.
(1994) Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44, 493–527. CrossrefGoogle Scholar
Polio, C., Gass, S. M., & Chapin, L.
(2006) Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition, 28(2), 237–267. CrossrefGoogle Scholar
Reynolds-Case, A.
(2012) Exploring how non-native teachers can use commonalties with students to teach the target language. Hispania, 95(3), 523–537.Google Scholar
Roberts, L., & Meyer, A.
(Eds.) (2012) Individual differences in second language learning [Special issue]. Language Learning, 62(Suppl. 2), 1–4. CrossrefGoogle Scholar
Robinson, P.
(2002) Individual differences and instructed language learning. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Schmidt, R.
(1990) The role of consciousness in second language learning. Applied Linguistics, 11, 129–158. CrossrefGoogle Scholar
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Sheen, Y.
(2008) Recasts, language anxiety, modified output, and L2 learning. Language Learning, 58, 835–874. CrossrefGoogle Scholar
(2011) Corrective feedback, individual differences, and second language learning. New York, NY: Springer. CrossrefGoogle Scholar
Swain, M.
(1995) Three functions of output in second language learning. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics (pp. 125–144). Oxford: Oxford University Press.Google Scholar
(2005) The output hypothesis: Theory and research. In E. Hinkel (Ed.), Handbook on research in second language teaching and learning (pp. 471–484). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Wolff, C. E., van den Bogert, N., Jarodzka, H., & Boshuizen, H. P.
(2014) Keeping an eye on learning: Differences between expert and novice teachers’ representations of classroom management events. Journal of Teacher Education, 66(1), 68–85. CrossrefGoogle Scholar
Cited by

Cited by 1 other publications

Serafini, Ellen Johnson
2020.  In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 210 ff. Crossref logo

This list is based on CrossRef data as of 31 march 2022. 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.