Part of
Contemporary Approaches to Second Language AcquisitionEdited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 49–70
Edited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 49–70
Chapter 3. From input, output and comprehension to negotiation, evidence, and attention
An overview of theory and research on learner interaction and SLA
This chapter begins with an historical overview of theory and research on the role of learner interaction in the processes and sequences of second language acquisition (SLA). The overview highlights the foundational constructs of input, output, interaction, and comprehension, and current constructs of negotiation, attention, and evidence for SLA. The chapter also addresses the ways in which these constructs have illuminated the processes of SLA, shed light on the needs of the learner, and led to instructional approaches that facilitate effective second language (L2) outcomes. Examples of interaction-based approaches are provided. These include research validated strategies and tasks that provide opportunities for learners to interact in the L2 as they negotiate its meaning, attend to its linguistic forms and constructions, and access positive and negative evidence for their SLA
Cited by
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2018. Interaction and Learning Grammar. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. 
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Bibauw, Serge, Thomas François & Piet Desmet
2019. Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning 32:8 ► pp. 827 ff.
Calzada, Asier & María del Pilar García Mayo
2021. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness 30:1 ► pp. 1 ff.
Dilāns, Gatis
2016. Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities of practice. Language Teaching Research 20:4 ► pp. 479 ff.
García Mayo, Maria del Pilar & Ainara Imaz Agirre
2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study. The Language Learning Journal 44:4 ► pp. 451 ff.
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 33 ff.
Hidalgo, Maria Angeles
2021. Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention
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Hsu, Hsiao-Ling, Howard Hao-Jan Chen & Andrew G. Todd
2023. Investigating the impact of the Amazon Alexa on the development of L2 listening and speaking skills. Interactive Learning Environments 31:9 ► pp. 5732 ff.
Isabelli-García, Christina L. & Casilde A. Isabelli
2020. What Theories, Perspectives, and Approaches Are Used in Study Abroad Research?. In Researching Second Language Acquisition in the Study Abroad Learning Environment, ► pp. 23 ff.
Jones, Tracey R. & Kimberly R. Trevino
2022. Contextualizing Bilingualism. In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [Advances in Higher Education and Professional Development, ], ► pp. 87 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
Lázaro-Ibarrola, Amparo & Raúl Azpilicueta-Martinez
2022. Negotiation of meaning in child-child vs. adult-adult interactions: Evidence from low proficiency EFL learners. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 463 ff.
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2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3 ► pp. 131 ff.
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Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 397 ff.
Minas, Edith Christina
2020. The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching. Southern African Linguistics and Applied Language Studies 38:1 ► pp. 1 ff.
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Sato, Masatoshi & Paula Viveros
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Timpe-Laughlin, Veronika, Tetyana Sydorenko & Phoebe Daurio
2022. Using spoken dialogue technology for L2 speaking practice: what do teachers think?. Computer Assisted Language Learning 35:5-6 ► pp. 1194 ff.
Xu, Mingfei & Simin Zeng
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刘, 秀梅
2022. Exploration and Application of Literature-Reading Aided Seminar Teaching Model—Taking the Course of General Linguistics as an Example. Modern Linguistics 10:08 ► pp. 1643 ff.
This list is based on CrossRef data as of 11 april 2024. 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.