219-7677 10 7500817 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 201802020814 ONIX title feed eng 01 EUR
342016476 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 16 Eb 15 9789027264886 06 10.1075/aals.16 13 2018004002 DG 002 02 01 AALS 02 1875-1113 AILA Applied Linguistics Series 16 <TitleType>01</TitleType> <TitleText textformat="02">Expanding Individual Difference Research in the Interaction Approach</TitleText> <Subtitle textformat="02">Investigating learners, instructors, and other interlocutors</Subtitle> 01 aals.16 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.16 1 B01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 eng 339 xii 327 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 <i>Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors</i> demonstrates why investigating the individual differences of all interlocutors with whom learners interact&#8201;–&#8201;including peer and heritage learners, instructors, researchers, and native speakers&#8201;–&#8201;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. 04 09 01 https://benjamins.com/covers/475/aals.16.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205346.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205346.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.16.hb.png 07 09 01 https://benjamins.com/covers/125/aals.16.png 25 09 01 https://benjamins.com/covers/1200_back/aals.16.hb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.16.hb.png 10 01 JB code aals.16.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02"> Acknowledgements</TitleText> 10 01 JB code aals.16.loc xi xii 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code aals.16.p1 3 15 13 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code aals.16.01gur 3 15 13 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. Expanding individual difference research in the interaction approach</TitleText> <Subtitle textformat="02">Investigating learners, instructors, and other interlocutors</Subtitle> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 10 01 JB code aals.16.p2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Learners</TitleText> 10 01 JB code aals.16.02paw 19 40 22 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction</TitleText> 1 A01 Miroslaw Pawlak Pawlak, Miroslaw Miroslaw Pawlak Adam Mickiewicz University, Kalisz, Poland/State University of Applied Sciences, Konin, Poland 20 corrective feedback 20 individual differences 20 negotiated interaction 01 Even though numerous factors are likely to contribute to the outcomes of both naturalistic and instructed second language acquisition, such as the amount of exposure to the target language (TL), the beliefs, dedication, experience, involvement and qualifications of the instructor, or the teaching methods and materials employed, individual learner differences appear to play a significant role in second or foreign language (L2) learning. While specific classifications vary, such individual difference (ID) variables can be sociocultural (e.g., beliefs, attitudes, experience), cognitive (e.g., age, aptitude, working memory, cognitive styles, learning strategies), and affective (e.g., anxiety, personality, motivation, willingness to communicate) in nature, with some IDs cutting across clear-cut categories, themselves being affected by each other and a host of other variables (Dörnyei &#38; Ryan, 2015; Gregersen &#38; MacIntyre, 2014; Pawlak, 2012a). This paper provides a brief overview of selected factors in these areas, with particular emphasis being placed on the influence that they are likely to exert on interactions that take place between learners, and between learners and instructors in the language classroom, as well as the ways in which such interactions can contribute to L2 learning. With this in mind, some key assumptions will first be spelled out, which will be followed by the discussion of the latest research findings in each area, subsequently focusing on research undertaken in the interactionist approach. Finally, future research directions will be outlined, methodological issues will be touched upon, and implications for classroom practice will be considered. 10 01 JB code aals.16.03li 41 70 30 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction</TitleText> <Subtitle textformat="02">A synthetic review</Subtitle> 1 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The University of Auckland 20 cognitive aptitudes 20 corrective feedback 20 language analytic ability 20 language aptitude 20 second language interaction 20 working memory 01 This study reports a comprehensive and in-depth synthesis of the theory and research on the role of working memory and language aptitude in mediating the <i>process</i> and <i>product</i> of second language (L2) interaction. The synthesis integrates meta-analysis and narrative review, using the former approach to aggregate the results and the latter to report themes and patterns that emerged from the studies. Altogether 24 studies were retrieved examining the relationships between the two cognitive variables and various aspects of L2 interaction. With regard to working memory, the results showed that (1) it had significant, albeit weak, associations with the effects of corrective feedback, (2) its associations with noticing the gap and producing modified output were variable and inconsistent, and (3) whereas phonological short-term memory may facilitate the development of oral ability, executive working memory may be essential for oral performance. Unlike working memory’s weak predictive power, language aptitude was found to be a strong predictor of the effects of corrective feedback. However, similar to the pattern for working memory, language aptitude was significantly more correlated with the effects of explicit feedback than those of implicit feedback. The overall weak effects of working memory were attributable to the salience of the instructional treatments and the methodological inconsistency of the primary studies such as the diverse measures of noticing. The finding that both working memory and language aptitude were more heavily implicated in explicit than implicit treatments points to the need to explore implicit language learning abilities. 10 01 JB code aals.16.04arr 71 97 27 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions</TitleText> 1 A01 Diana C. Arroyo Arroyo, Diana C. Diana C. Arroyo Indiana University 2 A01 Yucel Yilmaz Yilmaz, Yucel Yucel Yilmaz Indiana University 20 aptitude 20 cognitive individual differences 20 computer-mediated communication 20 feedback timing 20 language analytic ability 20 negative feedback 20 recasts 01 This chapter describes an empirical study that investigated the role of language analytic ability (LAA) in the effectiveness of feedback under two timing conditions, and whether the timing conditions were differentially effective after controlling for LAA. Forty-five Spanish learners were randomly assigned to three groups: immediate feedback, delayed feedback, and control. All learners completed an information-gap task with a native speaker of Spanish through synchronous computer-mediated communication. Learners’ errors on Spanish noun-adjective gender agreement were treated according to their group assignment. Learners’ knowledge of the linguistic target was assessed by means of oral production and grammaticality judgment tests. Language analytic ability was measured with LLAMA F, a subtest of the LLAMA Language Aptitude Tests (Meara, 2005). Results revealed that LAA did not play any role in the effectiveness of either feedback timing condition, and immediate feedback was more effective than delayed feedback after controlling for LAA. 10 01 JB code aals.16.05nak 99 119 21 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. Gender and recasts</TitleText> <Subtitle textformat="02">Analysis of males’ and females’ L2 development following verbal and gesture-enhanced recasts</Subtitle> 1 A01 Kimi Nakatsukasa Nakatsukasa, Kimi Kimi Nakatsukasa Texas Tech University 20 communicative tasks 20 gesture 20 learner gender 20 recasts 01 This study investigated the influence of learners’ gender on the effectiveness of verbal recasts and gesture-enhanced recasts. A total of 40 adult English-as-a second-language learners participated. In the first condition, the learners received verbal recasts during two communicative tasks. The results showed no difference across gender. In the second condition, the learners received gesture-enhanced recasts. Females significantly outperformed males with a strong effect size in the immediate to delayed posttests gain score but not in the gain score of pretest to immediate posttests. This indicates that the long-term effectiveness of recasts seems to be influenced by learners’ gender. The results are discussed in relation to learners’ memory and the exposure to visual cues. 10 01 JB code aals.16.06sol 121 148 28 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Interaction and phonetic form in task completion</TitleText> <Subtitle textformat="02">An examination of interlocutor effects in learner-learner and learner-heritage speaker interaction</Subtitle> 1 A01 Megan Solon Solon, Megan Megan Solon University at Albany, SUNY 20 heritage learners 20 L2 learners 20 language-related episodes 20 phonetic accuracy 20 task-based interaction 01 The present study examines the effect of interlocutor type – second language (L2) learner versus heritage speaker – on interaction and phonetic accuracy during the completion of a dyadic map task in Spanish. Twenty intermediate-level, native English-speaking learners of Spanish and 10 heritage speakers of Spanish participated. Data collection occurred over two sessions; at each session, participants completed a dyadic map task on which pronunciation had been made task-essential via street names that constituted vocalic minimal pairs (e.g., <i>Calle Poca</i> vs. <i>Calle Pica)</i>. At one session, L2 learners interacted with another L2 learner; at the other, they interacted with a heritage speaker, with the order of interlocutor interaction conditions counterbalanced across learner participants. Dyads were audio-recorded during the completion of the task, and the recordings were analyzed in two ways: (a) with regard to the number and type of language-related episodes (LREs; Swain &#38; Lapkin, 1998, 2001) present in the interaction, with a focus on pronunciation-related LREs, and (b) with regard to the phonetic accuracy of learner Spanish vowel productions as measured by first and second formant frequencies. Results suggest little change in LRE production by interlocutor type but significantly less targetlike realizations of /o/ and /u/ during interaction with a heritage speaker than with another L2 learner. The findings are discussed in light of previous research on interlocutor effects on interaction and linguistic outcomes and with special attention given to how and why pronunciation as a target feature may differ from other foci. 10 01 JB code aals.16.p3 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Instructors</TitleText> 10 01 JB code aals.16.07gur 151 172 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. Instructor individual characteristics and L2 interaction</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 20 instructor individual characteristics 20 L2 interaction 20 language instructors 01 This chapter opens the second section of the volume, which focuses on second and foreign language (L2) instructors. After defining the research domain of instructor individual characteristics, the chapter provides an overview of the role(s) of the instructor situated within the interaction approach (Gass &#38; Mackey, 2015). It then examines how instructor individual characteristics may influence the L2 interaction-based learning opportunities instructors provide to learners, focusing on those most relevant for the framework- namely, comprehensible input, usable feedback and negotiation for meaning, opportunities to interact within meaning-based and appropriately complex tasks and task sequences, and opportunities to produce output, including modified output. Alongside this theoretical discussion, the chapter provides a critical and state-of-the-art review of studies that have examined instructor characteristics within this framework and demonstrates how instructor individual characteristics play an important role in L2 interaction-based learning opportunities. It concludes with considerations of how instructor individual characteristics undoubtedly interact with learner individual differences and contextual factors and outlines promising areas for future research on instructor individual characteristics within and beyond the interaction approach. 10 01 JB code aals.16.08chu 173 199 27 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Vietnamese TESOL teachers’ cognitions and practices</TitleText> <Subtitle textformat="02">Developing learner-centered learning</Subtitle> 1 A01 Thi Le Hoang Chu Chu, Thi Le Hoang Thi Le Hoang Chu Vietnam National University 2 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 20 educational policy 20 L2 classrooms 20 pedagogical practices 20 teacher cognition 01 Due to its historical and socio-cultural context, the traditional way of teaching and learning in Vietnam follows Confucian traditions and is characterized by teacher-centeredness and passive student learning. To develop learner autonomy and promote the development of communicative competence, especially in English classrooms, recent policy reforms require a shift from traditional teaching to a learner-centered approach and methods that promote meaningful interaction. This study was undertaken in a tertiary teaching setting in Vietnam where English is taught to speakers of other languages. A total of 36 English language teachers participated with a particular focus, a sub-group of 10. We used open-ended survey questions, classroom observations, and in-depth interviews to explore teacher cognitions and the relationship of these to pedagogical practices. Using thematic analysis, we found that teachers’ cognitions centered on five issues: centrality of student need, the acknowledgement of student characteristics, the cultivation of student autonomy, the development of interpersonal relationships in the classroom, and principled pragmatism. Through classroom observations we found individual variation, but overall a complex, and at times inconsistent, relationship between teacher cognitions and their classroom practices. 10 01 JB code aals.16.09lon 201 223 23 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback</TitleText> 1 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long Texas Tech University 20 corrective feedback 20 instructor individual characteristics 20 L2 pronunciation 20 L2 Spanish 20 research training 01 Although the role of the instructor in classroom-based L2 pronunciation development has begun to receive attention in the empirical literature (e.g., Baker, 2011a, 2011b, 2014; Baldwin &#38; Long, 2013; Buss, 2016; Couper, 2016; A. Y. Long, 2013), the extent to which the quantity and quality of classroom-based pronunciation-related instruction and oral corrective feedback vary across instructors remains unknown. Based on Baldwin and Long’s (2013) finding that L2 Spanish instructors’ stated beliefs about pronunciation instruction and feedback differed according to graduate-level training (in literature or linguistics), the present study explored the relationship between instructor research training – operationalized as training in phonetics/phonology – and provision of pronunciation-related instruction and oral corrective feedback in the classroom. Specifically, the pronunciation-related instruction and oral corrective feedback practices of eight graduate student instructors of intermediate-level L2 Spanish were examined. All instructors were native speakers of English, and half had received training in phonetics/phonology as part of their graduate coursework. Observations of classroom lessons (over the course of an academic semester) and an analysis of pronunciation-related oral corrective feedback provided by the instructor demonstrated that pronunciation-related instruction, though limited and inconsistent, was marginally linked to instructor research training; however, research training was not related to observed feedback patterns. 10 01 JB code aals.16.10gur 225 253 29 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. Linguistic variation in instructor provision of oral input</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 2 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 3 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long Texas Tech University 4 A01 Danielle Daidone Daidone, Danielle Danielle Daidone Indiana University 20 FL classroom 20 input 20 instructors 20 Spanish subject expression 20 variable structure 01 The current study examines the variable use of verbal subjects (e.g., explicit <i>yo hablo</i> vs. null <i>hablo</i> ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral presentation of grammar-focused tasks in one to three Spanish FL lessons. Results demonstrate individual differences in patterns of use by instructor, and are interpreted in the context of learners’ acquisition of subject expression (e.g., Abreu, 2009; Geeslin, 2011a, 2011b; Geeslin, Linford, &#38; Fafulas, 2015; Geeslin, Linford, Fafulas, Long, &#38; Díaz-Campos, 2012) and patterns of variable use by native speakers across out-of-classroom settings and tasks (e.g., Abreu, 2009; Geeslin, 2006; Geeslin &#38; Gudmestad, 2008a, 2008b). An exploration of individual characteristics such as country of origin (i.e., regional dialect), age of learning of English, years in the United States, and years teaching Spanish provides further evidence of the complex nature of this phenomenon. Future areas of investigation of instructor classroom input, particularly in relation to learner opportunities for use and development of variable structures, are outlined. 10 01 JB code aals.16.11zie 255 279 25 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 11. Teachers’ provision of feedback in L2 text-chat</TitleText> <Subtitle textformat="02">Cognitive, contextual, and affective factors</Subtitle> 1 A01 Nicole Ziegler Ziegler, Nicole Nicole Ziegler University of Hawai'i at Manoa 2 A01 George Fredrik Smith Smith, George Fredrik George Fredrik Smith University of Hawai'i at Manoa 20 corrective feedback 20 individual differences 20 interaction 20 stimulated recall protocols 20 synchronous computer-mediated communication 20 teacher cognition 20 working memory capacity 01 Numerous studies have examined the role of various individual differences in second language (L2) learning and use, finding that factors such as aptitude (e.g., Robinson, 2005; Skehan, 2002), motivation (e.g., Dörnyei, Henry, &#38; MacIntyre, 2014; Masgoret &#38; Gardner, 2003), anxiety (e.g., Horwitz, 2001, 2010), creativity (e.g., Bell, 2012; McDonough, Crawford, &#38; Mackey, 2015), and working memory capacity (WMC; see Baddeley, 2003; Juffs &#38; Harrington, 2011 for reviews), have a substantial impact on L2 learning outcomes. Although the majority of this empirical research has focused on the learner as interlocutor, a growing number of scholars have turned their attention to the potential influence of individual differences in the cognition of non-learner interlocutors (i.e., teachers; see Gurzynski-Weiss, 2014a, this volume). This exploratory research examines the relationship between teacher interlocutors’ WMC and their provision of corrective feedback in written synchronous text chat. While results indicated no statistically significant correlation between teachers’ WMC and their provision of feedback during interactions, findings from stimulated recall protocols suggested that several teacher, learner, and contextual factors (such as personal beliefs, knowledge of learners’ first language, and the communicative value of an error) play a mediating role in teachers’ feedback decisions. 10 01 JB code aals.16.12pol 281 302 22 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 12. Preservice instructors’ performance on a language learning task</TitleText> <Subtitle textformat="02">Altering interlocutor task orientation</Subtitle> 1 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 2 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 20 learner output 20 preservice instructors 20 task orientation 01 Previous research has shown that preservice instructors focus less on language while completing dyadic language learning tasks (Polio, Gass, &#38; Chapin, 2006) and give less feedback than experienced instructors in a classroom setting (Mackey, Polio, &#38; McDonough, 2004). Although most language teacher education programs provide some training in second language acquisition (SLA) to encourage, <i>inter alia</i>, preservice instructors’ understanding of the importance of focusing on language, it is not clear to what extent the information obtained in these courses or course modules is utilized in practice. This paper investigates the extent to which a short intervention based on SLA research findings is successful in modifying the awareness and behaviors of preservice instructors with respect to learners’ output and teachers’ task orientation (i.e., their perceptions of the purpose of the task). An experimental group (<i>n</i> = 17) of preservice teachers was given instruction on the role of output in SLA and training in ways to elicit output. They were then each paired with an English-as-a-second language (ESL) learner and participated in a dyadic interactive task. A control group (<i>n</i> = 14) did not have training prior to the interactive task. Six instructors from the experimental group and five from the control group participated in a stimulated recall session. The results demonstrated that the intervention was successful in raising preservice instructors’ awareness of how they should complete the task. However, with respect to behavioral change, their intended strategy did not always last through the entire interaction; these preservice instructors often reverted to tactics typically used by novice teachers. In light of these results, we argue that extended hands-on activities combined with discussions of SLA constructs can lead to behavior changes for preservice instructors. 10 01 JB code aals.16.p4 Section header 18 <TitleType>01</TitleType> <TitleText textformat="02">Other interlocutors</TitleText> 10 01 JB code aals.16.13gur 305 324 20 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 13. Look who’s interacting</TitleText> <Subtitle textformat="02">A scoping review of research involving non-teacher/non-peer interlocutors</Subtitle> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 2 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Georgetown University 20 interlocutors 20 L2 interaction 20 native speakers 20 researchers 20 scoping review 01 Despite the presence of non-teacher/non-peer learner interlocutors in primary (e.g., Gass and Varonis, 1985; M. H. Long, 1983; Varonis &#38; Gass, 1985a, 1985b) and meta-analytic (Li, 2010) studies, and in interactionist theory and review articles (M. H. Long, 1996; Mackey &#38; Goo, 2007), the individual differences (IDs) of these interlocutors have not been an explicit focus of theoretical discussion within the interaction approach. The lack of attention in this area is particularly surprising given how frequently learners interact with individuals who are not peers or teachers. The current scoping review, the final chapter of this volume, addresses this gap by systematically investigating the extent to which non-teacher/non-peer learner interlocutors and their IDs have been considered in empirical studies examining L2 interaction. We also critique the methodology employed to conduct this research, and make recommendations for future studies looking to ensure that the characteristics of all individuals who interact with L2 learners – and have the opportunity to influence L2 learning – are robustly investigated. 10 01 JB code aals.16.index 325 327 3 Miscellaneous 20 <TitleType>01</TitleType> <TitleText textformat="02"> Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20171212 2017 John Benjamins B.V. 02 WORLD 13 15 9789027205346 01 JB 3 John Benjamins e-Platform 03 jbe-platform.com 09 WORLD 21 01 00 99.00 EUR R 01 00 83.00 GBP Z 01 gen 00 149.00 USD S 184016475 03 01 01 JB John Benjamins Publishing Company 01 JB code AALS 16 Hb 15 9789027205346 13 2017034470 BB 01 AALS 02 1875-1113 AILA Applied Linguistics Series 16 <TitleType>01</TitleType> <TitleText textformat="02">Expanding Individual Difference Research in the Interaction Approach</TitleText> <Subtitle textformat="02">Investigating learners, instructors, and other interlocutors</Subtitle> 01 aals.16 01 https://benjamins.com 02 https://benjamins.com/catalog/aals.16 1 B01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 01 eng 339 xii 327 LAN020000 v.2006 CJA 2 24 JB Subject Scheme LIN.APPL Applied linguistics 24 JB Subject Scheme LIN.LA Language acquisition 24 JB Subject Scheme LIN.EDUC Language teaching 06 01 <i>Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors</i> demonstrates why investigating the individual differences of all interlocutors with whom learners interact&#8201;–&#8201;including peer and heritage learners, instructors, researchers, and native speakers&#8201;–&#8201;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. 04 09 01 https://benjamins.com/covers/475/aals.16.png 04 03 01 https://benjamins.com/covers/475_jpg/9789027205346.jpg 04 03 01 https://benjamins.com/covers/475_tif/9789027205346.tif 06 09 01 https://benjamins.com/covers/1200_front/aals.16.hb.png 07 09 01 https://benjamins.com/covers/125/aals.16.png 25 09 01 https://benjamins.com/covers/1200_back/aals.16.hb.png 27 09 01 https://benjamins.com/covers/3d_web/aals.16.hb.png 10 01 JB code aals.16.ack ix x 2 Miscellaneous 1 <TitleType>01</TitleType> <TitleText textformat="02"> Acknowledgements</TitleText> 10 01 JB code aals.16.loc xi xii 2 Miscellaneous 2 <TitleType>01</TitleType> <TitleText textformat="02">List of contributors</TitleText> 10 01 JB code aals.16.p1 3 15 13 Section header 3 <TitleType>01</TitleType> <TitleText textformat="02">Introduction</TitleText> 10 01 JB code aals.16.01gur 3 15 13 Chapter 4 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 1. Expanding individual difference research in the interaction approach</TitleText> <Subtitle textformat="02">Investigating learners, instructors, and other interlocutors</Subtitle> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 10 01 JB code aals.16.p2 Section header 5 <TitleType>01</TitleType> <TitleText textformat="02">Learners</TitleText> 10 01 JB code aals.16.02paw 19 40 22 Chapter 6 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction</TitleText> 1 A01 Miroslaw Pawlak Pawlak, Miroslaw Miroslaw Pawlak Adam Mickiewicz University, Kalisz, Poland/State University of Applied Sciences, Konin, Poland 20 corrective feedback 20 individual differences 20 negotiated interaction 01 Even though numerous factors are likely to contribute to the outcomes of both naturalistic and instructed second language acquisition, such as the amount of exposure to the target language (TL), the beliefs, dedication, experience, involvement and qualifications of the instructor, or the teaching methods and materials employed, individual learner differences appear to play a significant role in second or foreign language (L2) learning. While specific classifications vary, such individual difference (ID) variables can be sociocultural (e.g., beliefs, attitudes, experience), cognitive (e.g., age, aptitude, working memory, cognitive styles, learning strategies), and affective (e.g., anxiety, personality, motivation, willingness to communicate) in nature, with some IDs cutting across clear-cut categories, themselves being affected by each other and a host of other variables (Dörnyei &#38; Ryan, 2015; Gregersen &#38; MacIntyre, 2014; Pawlak, 2012a). This paper provides a brief overview of selected factors in these areas, with particular emphasis being placed on the influence that they are likely to exert on interactions that take place between learners, and between learners and instructors in the language classroom, as well as the ways in which such interactions can contribute to L2 learning. With this in mind, some key assumptions will first be spelled out, which will be followed by the discussion of the latest research findings in each area, subsequently focusing on research undertaken in the interactionist approach. Finally, future research directions will be outlined, methodological issues will be touched upon, and implications for classroom practice will be considered. 10 01 JB code aals.16.03li 41 70 30 Chapter 7 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction</TitleText> <Subtitle textformat="02">A synthetic review</Subtitle> 1 A01 Shaofeng Li Li, Shaofeng Shaofeng Li The University of Auckland 20 cognitive aptitudes 20 corrective feedback 20 language analytic ability 20 language aptitude 20 second language interaction 20 working memory 01 This study reports a comprehensive and in-depth synthesis of the theory and research on the role of working memory and language aptitude in mediating the <i>process</i> and <i>product</i> of second language (L2) interaction. The synthesis integrates meta-analysis and narrative review, using the former approach to aggregate the results and the latter to report themes and patterns that emerged from the studies. Altogether 24 studies were retrieved examining the relationships between the two cognitive variables and various aspects of L2 interaction. With regard to working memory, the results showed that (1) it had significant, albeit weak, associations with the effects of corrective feedback, (2) its associations with noticing the gap and producing modified output were variable and inconsistent, and (3) whereas phonological short-term memory may facilitate the development of oral ability, executive working memory may be essential for oral performance. Unlike working memory’s weak predictive power, language aptitude was found to be a strong predictor of the effects of corrective feedback. However, similar to the pattern for working memory, language aptitude was significantly more correlated with the effects of explicit feedback than those of implicit feedback. The overall weak effects of working memory were attributable to the salience of the instructional treatments and the methodological inconsistency of the primary studies such as the diverse measures of noticing. The finding that both working memory and language aptitude were more heavily implicated in explicit than implicit treatments points to the need to explore implicit language learning abilities. 10 01 JB code aals.16.04arr 71 97 27 Chapter 8 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions</TitleText> 1 A01 Diana C. Arroyo Arroyo, Diana C. Diana C. Arroyo Indiana University 2 A01 Yucel Yilmaz Yilmaz, Yucel Yucel Yilmaz Indiana University 20 aptitude 20 cognitive individual differences 20 computer-mediated communication 20 feedback timing 20 language analytic ability 20 negative feedback 20 recasts 01 This chapter describes an empirical study that investigated the role of language analytic ability (LAA) in the effectiveness of feedback under two timing conditions, and whether the timing conditions were differentially effective after controlling for LAA. Forty-five Spanish learners were randomly assigned to three groups: immediate feedback, delayed feedback, and control. All learners completed an information-gap task with a native speaker of Spanish through synchronous computer-mediated communication. Learners’ errors on Spanish noun-adjective gender agreement were treated according to their group assignment. Learners’ knowledge of the linguistic target was assessed by means of oral production and grammaticality judgment tests. Language analytic ability was measured with LLAMA F, a subtest of the LLAMA Language Aptitude Tests (Meara, 2005). Results revealed that LAA did not play any role in the effectiveness of either feedback timing condition, and immediate feedback was more effective than delayed feedback after controlling for LAA. 10 01 JB code aals.16.05nak 99 119 21 Chapter 9 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 5. Gender and recasts</TitleText> <Subtitle textformat="02">Analysis of males’ and females’ L2 development following verbal and gesture-enhanced recasts</Subtitle> 1 A01 Kimi Nakatsukasa Nakatsukasa, Kimi Kimi Nakatsukasa Texas Tech University 20 communicative tasks 20 gesture 20 learner gender 20 recasts 01 This study investigated the influence of learners’ gender on the effectiveness of verbal recasts and gesture-enhanced recasts. A total of 40 adult English-as-a second-language learners participated. In the first condition, the learners received verbal recasts during two communicative tasks. The results showed no difference across gender. In the second condition, the learners received gesture-enhanced recasts. Females significantly outperformed males with a strong effect size in the immediate to delayed posttests gain score but not in the gain score of pretest to immediate posttests. This indicates that the long-term effectiveness of recasts seems to be influenced by learners’ gender. The results are discussed in relation to learners’ memory and the exposure to visual cues. 10 01 JB code aals.16.06sol 121 148 28 Chapter 10 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 6. Interaction and phonetic form in task completion</TitleText> <Subtitle textformat="02">An examination of interlocutor effects in learner-learner and learner-heritage speaker interaction</Subtitle> 1 A01 Megan Solon Solon, Megan Megan Solon University at Albany, SUNY 20 heritage learners 20 L2 learners 20 language-related episodes 20 phonetic accuracy 20 task-based interaction 01 The present study examines the effect of interlocutor type – second language (L2) learner versus heritage speaker – on interaction and phonetic accuracy during the completion of a dyadic map task in Spanish. Twenty intermediate-level, native English-speaking learners of Spanish and 10 heritage speakers of Spanish participated. Data collection occurred over two sessions; at each session, participants completed a dyadic map task on which pronunciation had been made task-essential via street names that constituted vocalic minimal pairs (e.g., <i>Calle Poca</i> vs. <i>Calle Pica)</i>. At one session, L2 learners interacted with another L2 learner; at the other, they interacted with a heritage speaker, with the order of interlocutor interaction conditions counterbalanced across learner participants. Dyads were audio-recorded during the completion of the task, and the recordings were analyzed in two ways: (a) with regard to the number and type of language-related episodes (LREs; Swain &#38; Lapkin, 1998, 2001) present in the interaction, with a focus on pronunciation-related LREs, and (b) with regard to the phonetic accuracy of learner Spanish vowel productions as measured by first and second formant frequencies. Results suggest little change in LRE production by interlocutor type but significantly less targetlike realizations of /o/ and /u/ during interaction with a heritage speaker than with another L2 learner. The findings are discussed in light of previous research on interlocutor effects on interaction and linguistic outcomes and with special attention given to how and why pronunciation as a target feature may differ from other foci. 10 01 JB code aals.16.p3 Section header 11 <TitleType>01</TitleType> <TitleText textformat="02">Instructors</TitleText> 10 01 JB code aals.16.07gur 151 172 22 Chapter 12 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 7. Instructor individual characteristics and L2 interaction</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 20 instructor individual characteristics 20 L2 interaction 20 language instructors 01 This chapter opens the second section of the volume, which focuses on second and foreign language (L2) instructors. After defining the research domain of instructor individual characteristics, the chapter provides an overview of the role(s) of the instructor situated within the interaction approach (Gass &#38; Mackey, 2015). It then examines how instructor individual characteristics may influence the L2 interaction-based learning opportunities instructors provide to learners, focusing on those most relevant for the framework- namely, comprehensible input, usable feedback and negotiation for meaning, opportunities to interact within meaning-based and appropriately complex tasks and task sequences, and opportunities to produce output, including modified output. Alongside this theoretical discussion, the chapter provides a critical and state-of-the-art review of studies that have examined instructor characteristics within this framework and demonstrates how instructor individual characteristics play an important role in L2 interaction-based learning opportunities. It concludes with considerations of how instructor individual characteristics undoubtedly interact with learner individual differences and contextual factors and outlines promising areas for future research on instructor individual characteristics within and beyond the interaction approach. 10 01 JB code aals.16.08chu 173 199 27 Chapter 13 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 8. Vietnamese TESOL teachers’ cognitions and practices</TitleText> <Subtitle textformat="02">Developing learner-centered learning</Subtitle> 1 A01 Thi Le Hoang Chu Chu, Thi Le Hoang Thi Le Hoang Chu Vietnam National University 2 A01 Rhonda Oliver Oliver, Rhonda Rhonda Oliver Curtin University 20 educational policy 20 L2 classrooms 20 pedagogical practices 20 teacher cognition 01 Due to its historical and socio-cultural context, the traditional way of teaching and learning in Vietnam follows Confucian traditions and is characterized by teacher-centeredness and passive student learning. To develop learner autonomy and promote the development of communicative competence, especially in English classrooms, recent policy reforms require a shift from traditional teaching to a learner-centered approach and methods that promote meaningful interaction. This study was undertaken in a tertiary teaching setting in Vietnam where English is taught to speakers of other languages. A total of 36 English language teachers participated with a particular focus, a sub-group of 10. We used open-ended survey questions, classroom observations, and in-depth interviews to explore teacher cognitions and the relationship of these to pedagogical practices. Using thematic analysis, we found that teachers’ cognitions centered on five issues: centrality of student need, the acknowledgement of student characteristics, the cultivation of student autonomy, the development of interpersonal relationships in the classroom, and principled pragmatism. Through classroom observations we found individual variation, but overall a complex, and at times inconsistent, relationship between teacher cognitions and their classroom practices. 10 01 JB code aals.16.09lon 201 223 23 Chapter 14 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback</TitleText> 1 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long Texas Tech University 20 corrective feedback 20 instructor individual characteristics 20 L2 pronunciation 20 L2 Spanish 20 research training 01 Although the role of the instructor in classroom-based L2 pronunciation development has begun to receive attention in the empirical literature (e.g., Baker, 2011a, 2011b, 2014; Baldwin &#38; Long, 2013; Buss, 2016; Couper, 2016; A. Y. Long, 2013), the extent to which the quantity and quality of classroom-based pronunciation-related instruction and oral corrective feedback vary across instructors remains unknown. Based on Baldwin and Long’s (2013) finding that L2 Spanish instructors’ stated beliefs about pronunciation instruction and feedback differed according to graduate-level training (in literature or linguistics), the present study explored the relationship between instructor research training – operationalized as training in phonetics/phonology – and provision of pronunciation-related instruction and oral corrective feedback in the classroom. Specifically, the pronunciation-related instruction and oral corrective feedback practices of eight graduate student instructors of intermediate-level L2 Spanish were examined. All instructors were native speakers of English, and half had received training in phonetics/phonology as part of their graduate coursework. Observations of classroom lessons (over the course of an academic semester) and an analysis of pronunciation-related oral corrective feedback provided by the instructor demonstrated that pronunciation-related instruction, though limited and inconsistent, was marginally linked to instructor research training; however, research training was not related to observed feedback patterns. 10 01 JB code aals.16.10gur 225 253 29 Chapter 15 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 10. Linguistic variation in instructor provision of oral input</TitleText> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 2 A01 Kimberly L. Geeslin Geeslin, Kimberly L. Kimberly L. Geeslin Indiana University 3 A01 Avizia Y. Long Long, Avizia Y. Avizia Y. Long Texas Tech University 4 A01 Danielle Daidone Daidone, Danielle Danielle Daidone Indiana University 20 FL classroom 20 input 20 instructors 20 Spanish subject expression 20 variable structure 01 The current study examines the variable use of verbal subjects (e.g., explicit <i>yo hablo</i> vs. null <i>hablo</i> ‘[I] speak’), in oral production by five native-speaking instructors directed to Spanish foreign language (FL) learners in a university setting. Our data consisted of instructors’ oral presentation of grammar-focused tasks in one to three Spanish FL lessons. Results demonstrate individual differences in patterns of use by instructor, and are interpreted in the context of learners’ acquisition of subject expression (e.g., Abreu, 2009; Geeslin, 2011a, 2011b; Geeslin, Linford, &#38; Fafulas, 2015; Geeslin, Linford, Fafulas, Long, &#38; Díaz-Campos, 2012) and patterns of variable use by native speakers across out-of-classroom settings and tasks (e.g., Abreu, 2009; Geeslin, 2006; Geeslin &#38; Gudmestad, 2008a, 2008b). An exploration of individual characteristics such as country of origin (i.e., regional dialect), age of learning of English, years in the United States, and years teaching Spanish provides further evidence of the complex nature of this phenomenon. Future areas of investigation of instructor classroom input, particularly in relation to learner opportunities for use and development of variable structures, are outlined. 10 01 JB code aals.16.11zie 255 279 25 Chapter 16 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 11. Teachers’ provision of feedback in L2 text-chat</TitleText> <Subtitle textformat="02">Cognitive, contextual, and affective factors</Subtitle> 1 A01 Nicole Ziegler Ziegler, Nicole Nicole Ziegler University of Hawai'i at Manoa 2 A01 George Fredrik Smith Smith, George Fredrik George Fredrik Smith University of Hawai'i at Manoa 20 corrective feedback 20 individual differences 20 interaction 20 stimulated recall protocols 20 synchronous computer-mediated communication 20 teacher cognition 20 working memory capacity 01 Numerous studies have examined the role of various individual differences in second language (L2) learning and use, finding that factors such as aptitude (e.g., Robinson, 2005; Skehan, 2002), motivation (e.g., Dörnyei, Henry, &#38; MacIntyre, 2014; Masgoret &#38; Gardner, 2003), anxiety (e.g., Horwitz, 2001, 2010), creativity (e.g., Bell, 2012; McDonough, Crawford, &#38; Mackey, 2015), and working memory capacity (WMC; see Baddeley, 2003; Juffs &#38; Harrington, 2011 for reviews), have a substantial impact on L2 learning outcomes. Although the majority of this empirical research has focused on the learner as interlocutor, a growing number of scholars have turned their attention to the potential influence of individual differences in the cognition of non-learner interlocutors (i.e., teachers; see Gurzynski-Weiss, 2014a, this volume). This exploratory research examines the relationship between teacher interlocutors’ WMC and their provision of corrective feedback in written synchronous text chat. While results indicated no statistically significant correlation between teachers’ WMC and their provision of feedback during interactions, findings from stimulated recall protocols suggested that several teacher, learner, and contextual factors (such as personal beliefs, knowledge of learners’ first language, and the communicative value of an error) play a mediating role in teachers’ feedback decisions. 10 01 JB code aals.16.12pol 281 302 22 Chapter 17 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 12. Preservice instructors’ performance on a language learning task</TitleText> <Subtitle textformat="02">Altering interlocutor task orientation</Subtitle> 1 A01 Charlene Polio Polio, Charlene Charlene Polio Michigan State University 2 A01 Susan M. Gass Gass, Susan M. Susan M. Gass Michigan State University 20 learner output 20 preservice instructors 20 task orientation 01 Previous research has shown that preservice instructors focus less on language while completing dyadic language learning tasks (Polio, Gass, &#38; Chapin, 2006) and give less feedback than experienced instructors in a classroom setting (Mackey, Polio, &#38; McDonough, 2004). Although most language teacher education programs provide some training in second language acquisition (SLA) to encourage, <i>inter alia</i>, preservice instructors’ understanding of the importance of focusing on language, it is not clear to what extent the information obtained in these courses or course modules is utilized in practice. This paper investigates the extent to which a short intervention based on SLA research findings is successful in modifying the awareness and behaviors of preservice instructors with respect to learners’ output and teachers’ task orientation (i.e., their perceptions of the purpose of the task). An experimental group (<i>n</i> = 17) of preservice teachers was given instruction on the role of output in SLA and training in ways to elicit output. They were then each paired with an English-as-a-second language (ESL) learner and participated in a dyadic interactive task. A control group (<i>n</i> = 14) did not have training prior to the interactive task. Six instructors from the experimental group and five from the control group participated in a stimulated recall session. The results demonstrated that the intervention was successful in raising preservice instructors’ awareness of how they should complete the task. However, with respect to behavioral change, their intended strategy did not always last through the entire interaction; these preservice instructors often reverted to tactics typically used by novice teachers. In light of these results, we argue that extended hands-on activities combined with discussions of SLA constructs can lead to behavior changes for preservice instructors. 10 01 JB code aals.16.p4 Section header 18 <TitleType>01</TitleType> <TitleText textformat="02">Other interlocutors</TitleText> 10 01 JB code aals.16.13gur 305 324 20 Chapter 19 <TitleType>01</TitleType> <TitleText textformat="02">Chapter 13. Look who’s interacting</TitleText> <Subtitle textformat="02">A scoping review of research involving non-teacher/non-peer interlocutors</Subtitle> 1 A01 Laura Gurzynski-Weiss Gurzynski-Weiss, Laura Laura Gurzynski-Weiss Indiana University 2 A01 Luke Plonsky Plonsky, Luke Luke Plonsky Georgetown University 20 interlocutors 20 L2 interaction 20 native speakers 20 researchers 20 scoping review 01 Despite the presence of non-teacher/non-peer learner interlocutors in primary (e.g., Gass and Varonis, 1985; M. H. Long, 1983; Varonis &#38; Gass, 1985a, 1985b) and meta-analytic (Li, 2010) studies, and in interactionist theory and review articles (M. H. Long, 1996; Mackey &#38; Goo, 2007), the individual differences (IDs) of these interlocutors have not been an explicit focus of theoretical discussion within the interaction approach. The lack of attention in this area is particularly surprising given how frequently learners interact with individuals who are not peers or teachers. The current scoping review, the final chapter of this volume, addresses this gap by systematically investigating the extent to which non-teacher/non-peer learner interlocutors and their IDs have been considered in empirical studies examining L2 interaction. We also critique the methodology employed to conduct this research, and make recommendations for future studies looking to ensure that the characteristics of all individuals who interact with L2 learners – and have the opportunity to influence L2 learning – are robustly investigated. 10 01 JB code aals.16.index 325 327 3 Miscellaneous 20 <TitleType>01</TitleType> <TitleText textformat="02"> Index</TitleText> 02 JBENJAMINS John Benjamins Publishing Company 01 John Benjamins Publishing Company Amsterdam/Philadelphia NL 04 20171212 2017 John Benjamins B.V. 02 WORLD 08 730 gr 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 01 WORLD US CA MX 21 106 20 01 02 JB 1 00 99.00 EUR R 02 02 JB 1 00 104.94 EUR R 01 JB 10 bebc +44 1202 712 934 +44 1202 712 913 sales@bebc.co.uk 03 GB 21 20 02 02 JB 1 00 83.00 GBP Z 01 JB 2 John Benjamins North America +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 01 US CA MX 21 1 20 01 gen 02 JB 1 00 149.00 USD