Mobile Menu
New
Books
Forthcoming titles
New in paperback
New titles by subject
April 2024
March 2024
February 2024
January 2024
Book Series
Journals & Yearbooks
New serials
Latest issues
Currently in production
Catalog
Books
Active series
Other series
Collections
Open-access books
Text books & Course books
Dictionaries & Reference
By JB editor
Journals & Yearbooks
Active serials
Other
By JB editor
Software
Browse by person
Browse by subject
Advanced Search
Downloadable lists
Printed catalogs
E-book collections
Online Resources
Customer Services
Contact
Amsterdam (Main office)
Philadelphia (North American office)
Directions
Book Orders
General
US, Canada & Mexico
E-books
Examination & Desk Copies
Journal Subscriptions
General information
Access to the electronic edition
Terms of Use
Journal collections
Journal mutations
Rights & Permissions
Mailing List
E-newsletter
Book Gazette
For Authors
Proposals for Books
Proposals for Book Series
Proposals for Journals
Submissions to Journals
Editorial Manager
Ethics Statement
Kudos
Open Access Policy
Rights Policy
For Librarians
Evidence-Based Acquisition
E-book Collections
Journal Collections
Open Access information
Journal mutations
Part of
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.
325
–
327
◄
previous
Index
A
Affective factors
19, 268, 271–27
Anxiety
27–28, 32
Aptitude
8, 24, 30–31, 41–45, 48–50, 58–60, 62–64, 69–72, 76, 85, 317–318
Aptitude Complexes Hypothesis
43
Attention
3–4, 21, 43, 47–48, 50–51, 61, 68–69, 75, 78, 84, 92–93, 113–114, 122–123, 125–129, 139–141, 152–153, 159, 162, 205, 213, 227, 257–259, 270, 273–274, 284, 288
Attention control
30, 44–45, 50, 52, 55, 63, 68
Attention on/to meaning
76, 78, 84
Attention to form
3, 47–48, 93, 122–123, 127–128, 139, 259
Attention to phonetic form
125–127, 129
Attention to pronunciation
126–127, 134, 217–218
B
Beliefs
9, 26–27, 160, 176–179, 186, 190, 192, 201, 203–204, 208–209, 218, 270–271, 308, 313, 316
C
Cognition
5–6, 9, 99, 154, 173, 176–179, 183–192, 203–204, 208, 256, 271, 273, 316
Cognitive individual differences
256
Communicative tasks
60, 76, 99, 104, 106, 113, 126, 259, 288
Composite working memory
56
Computer–mediated communication (CMC)
8, 71–72, 259, 309, 319
Contextual factors
9–10, 23, 165, 191–192, 202–203, 247, 255, 273–274, 297
Corrective feedback (CF)
20–21, 23, 25–26, 29–32, 41–43, 46, 48, 50–55, 58–60, 63–64, 68, 100, 102–103, 114–115, 126, 159–160, 164, 176, 201–202, 206–207, 209, 211–212, 214–219, 255–259, 264–266, 268–275, 282, 287
D
Delayed feedback
8–9, 70, 75–76, 78–79, 83, 90–93
E
Educational policy
174
Executive working memory
41, 44–45, 50, 52–58, 60–62, 68–69
Explicit feedback
41, 46, 51, 54–55, 59, 61, 77, 100, 102, 160, 207, 258
F
Feedback
5, 8, 10, 20–21, 29–32, 41–43, 46, 48–56, 58–64, 68, 70, 71–80, 82–83, 85–86, 90–93, 100–103, 107, 114–115, 122, 124–127, 153, 159–162, 164–165, 176–177, 187, 201–207, 209, 211–212, 214–219, 227, 229, 255–260, 263–268, 273–275, 282, 284, 288–290, 297, 306, 308–309, 312, 315, 317–318
Feedback provision
10, 159, 164, 202, 215, 218, 229, 257, 274–275
Feedback timing
71–72, 75–76, 79–80, 89–90, 92–93
Focus on Form (FonF)
21, 43, 75, 91–92, 102, 204–205, 270, 274, 283
G
Gender (biological)
71, 79, 81–85, 92, 128
Gender (grammatical)
21, 23, 31, 99–104, 110–115, 210, 313, 316–317
Gesture
99–105, 107, 110–115
Gesture–enhanced recasts
8–9, 99–100, 102–105, 107, 110–115
H
Heritage learner/speaker
121–142, 307, 313–314
I
Immediate feedback
8, 71, 76, 78–79, 82, 91–93
Implicit feedback
41, 46, 51, 53–55, 58–59, 61–62, 100, 207, 215, 218, 258
Individual characteristics
9, 11, 151–152, 154–156, 158–165, 203, 219, 225–227, 229–230, 244, 247–248, 257, 273–274, 310
Individual differences (IDs)
22–23, 29, 33, 42, 71, 101, 114–115, 122–123, 140, 152–154, 165, 185, 191, 193, 225, 227, 229, 245–247, 255–256, 291, 305, 307, 315
Input
3–5, 10, 20–21, 32, 43, 46–49, 60–62, 64, 70, 73, 81, 93, 122, 128, 151–153, 155–159, 161–162, 164, 202–203, 209, 216–219, 225–230, 233, 235, 246–248, 256, 258–259, 284, 297, 308
Instructors
3–7, 9–11, 19, 100, 102, 114, 126, 151–152, 153–160, 162–165, 177, 202–219, 225–230, 233–234, 237, 239–240, 244–248, 256–258, 263, 273–274, 281, 305, 307–309, 317–318
Instructor individual characteristics
9, 151–152, 154–156, 158–165, 203, 217, 229, 274
Integrated Form-Focused Instruction (FFI)
75–76, 92
Interactional adjustments
4, 152–154, 158, 306, 310
Interaction approach
3–4, 67, 9, 122, 151–152, 154–155, 158–159, 161–162, 227, 305, 307–308
Interaction hypothesis
43, 49, 73, 122–123, 152–153, 306, 310
Interaction–based communicative tasks
76, 80, 88
Interaction–based learning opportunities
5–6, 9, 11, 151–152, 154
Interactionist framework/approach/theory
7–8, 19, 20–21, 29, 32–33, 72–73, 138, 283, 305, 308, 310, 317
Interlanguage
21, 43, 99–100, 112, 122, 162, 227, 256, 268–269, 284
Interlocutor type
5, 9, 121–123, 127, 129, 131, 136, 138–139, 141, 309
Interpersonal relationships
173, 183, 188
L
L2 interaction
8–9, 41–43, 48–49, 60, 141, 151–155, 159, 162–165, 258, 306–312, 314–318
L2 learning
5, 7–8, 19–23, 25–28, 32–33, 45, 48, 60, 63–64, 72–73, 99, 101–102, 112–114, 122, 127, 155, 159, 202–203, 206, 208, 216, 255, 275, 305–307, 318
L2 pronunciation
101, 127, 139, 141, 201, 205–208, 216, 218
Language Analytic Ability (LAA)
8, 50, 58–60, 62–64, 69–72, 76–80, 85, 86–93
Language aptitude
8, 24, 30, 41–45, 48–50, 58, 60, 62–64, 69, 71, 76, 85, 94–97
Language instructors
11, 114, 154, 163, 203, 207–208, 217, 219, 226, 307, 309
Language learner
27, 72, 160, 167, 176, 191–192, 228, 270, 288–289
Language learning strategies (LLS)
22, 26–27, 157
Language–related episodes (LREs)
9, 21, 31, 47, 121–127, 131–135, 138, 140–141, 315
Learner characteristics
20, 185
Learner factors
102, 257, 269, 270
Learner individual differences
20, 22, 29, 127, 151, 153, 155, 164–165, 307
Learner output
122, 162, 273, 281, 283, 285, 289
Learner–centered
9–10, 173, 177, 179, 181–182, 184–192
Learner–internal
5, 29, 42, 154
Learning style
22–23, 25–26, 32–33, 63, 164, 185
LLAMA F
9, 50, 70–71, 77–78, 85–86, 93
M
Modified input
21, 47, 60, 64, 70, 161, 226
Modified output
8–9, 30–32, 41–42, 46, 48, 50–51, 56–57, 60, 62, 124, 140, 151–153, 155, 161–162, 202, 164, 256, 284–285, 315, 318
Motivation
4, 26–29, 33, 38, 45, 102, 112, 185, 286
N
Native speaker
3–5, 10–11, 31–32, 55–56, 71, 107, 123–124, 128–129, 133–134, 136–138, 141, 152–153, 156–158, 160, 163, 167, 169–170, 201, 204, 210, 214, 229–233, 237, 240, 244, 260, 284, 306, 308–310, 312–313, 315–316
Negative feedback
43, 72–73, 75–76, 78, 159–160, 288
Negotiated interaction
23, 26–27, 29, 31
Negotiation of/for meaning
3–5, 9, 21, 31, 43, 122–123, 126, 151–153, 155, 159–161, 274, 285, 288, 315
Non–learner interlocutor
5, 152, 255, 306, 310, 315
Non–native speaker
32, 123–124, 157–158, 203–204, 229, 308, 316
Non–peer/ non–peer interlocutor
305–306, 308, 310–311, 312, 315, 316–318
Non–teacher/teaching researcher
4–5, 11, 318
Noticing
8, 30, 41–43, 46–48, 50–51, 54–56, 59–63, 69–70, 74, 76–77, 153–154, 156, 161, 258–259, 284, 288, 315, 317–318
O
Oral corrective feedback
201–202, 209, 211–212, 214–217, 219
Output
4–5, 9, 11, 20–21, 28–29, 32, 43, 46, 48, 58, 75, 84, 122, 151–153, 155, 159, 161–162, 203, 228, 258, 273, 281–285, 287–289, 296–298, 308, 318
Output hypothesis
20
P
Pedagogical implications
10, 25, 114, 141, 218
Pedagogical practices
75, 173, 177, 179–180, 203, 206, 208, 211, 216, 219
Perception
3–4, 126, 134, 139–142, 153–154, 161, 190, 204–208, 281, 307, 317
Performance factors
271
Personality
25–26, 186, 307, 317
Phonetic accuracy
121
Phonetic/phonological development
122, 142, 125–126, 128, 141
Phonological short–term memory
30, 41, 44–45, 50, 52–58, 60–62, 68–69
Preservice teachers/instructors
11, 176, 190, 204, 281–283, 285–286, 288–289, 293–294, 296–298
Process of interaction
30, 33
Product of interaction
21, 29, 31, 42, 51
Pronunciation
9–10, 101, 121–123, 125–129, 131, 133–135, 138–142, 156, 201–202, 204–219, 315, 317
Pronunciation learning
125, 205, 207–208
Pronunciation–related corrective feedback
201, 207, 209, 211–212, 215–216, 218
Pronunciation–related input
10, 202, 209, 217–219
Pronunciation–related instruction/pedagogy
127, 201, 205, 208–209, 211–212, 216–219
Pronunciation–related interaction
209, 218
Pronunciation–related LREs
121, 125–126, 127, 135, 138
Pronunciation–related errors
211, 214–217
R
Recasts
8, 26, 30–32, 43, 46, 48, 50–63, 68–70, 73–75, 77–78, 99–105, 107, 109–115, 126, 159, 207, 234, 258, 264, 315
Reformulations
8, 48, 56, 72–76, 78–79, 82–83, 90–93, 122, 264
Research training
10, 12, 201–203, 209, 216–219, 308
S
Scoping review
7, 11, 305–306, 311, 314, 317
Short–term memory
44, 50, 52, 57, 103–104, 112, 258, 273
Stimulated recall protocol
160, 208, 255–256
Student autonomy
10, 173, 183, 186–188
Synchronous computer–mediated communication (SCMC)
71–72, 74–77, 79, 91, 93, 255, 259–260, 270, 272, 309
T
Task complexity
42, 54, 126, 162
Task–based interaction
126
Task orientation
281, 285
Teacher
20–21, 33, 46, 49, 59, 74, 104, 174–192, 259–260, 264–265, 267–275, 281–298, 306, 310–312, 314–317
Teacher characteristics
191
Teacher cognition
173, 176–179, 183–184, 256, 271, 273
Teacher feedback
256–257, 297
Transfer appropriate processing (TAP)
75, 92
V
Verbal recasts
99–100, 102, 104–105, 107, 109–114
Visual short-term memory
50, 52, 54
W
Willingness to communicate (WTC)
4–5, 23, 27–29, 32–33
Working memory (capacity) (WMC)
8, 10–11, 24, 30–31, 41–45, 48–58, 60–64, 68–69, 75, 91, 101, 164, 252, 255–269, 272–275, 307–308, 317