Second Language Interaction in Diverse Educational Contexts

Editors
| Concordia University
| Georgetown University
HardboundAvailable
ISBN 9789027213099 | EUR 99.00 | USD 149.00
 
PaperbackAvailable
ISBN 9789027213105 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027272348 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).
[Language Learning & Language Teaching, 34]  2013.  xiv, 318 pp.
Publishing status: Available
Table of Contents
List of contributors
vii–x
Preface
xi–xiv
Part I. Interactions in L2 classrooms
1. Promoting attention to form through task repetition in a Korean EFL context
YouJin Kim
3–24
2. Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners
María Basterrechea and María del Pilar García Mayo
25–44
3. The impact of increasing task complexity on L2 pragmatic moves
Roger Gilabert and Júlia Barón Parés
45–70
4. Tasks and traditional practice activities in a foreign language context
Alison Mackey, Akiko Fujii, Sigrun Biesenbach-Lucas, Heather Weger, Natalia Dolgova Jacobsen, Lyn Wright, Julie Lake, Kerstin Sondermann, Kaitlyn Tagarelli, Mari Tsujita, Atsuko Watanabe, Rebekha Abbuhl and Katie Kim
71–88
5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction
Elvis Wagner and Paul D. Toth
89–108
6. Classroom interaction and learning opportunities across time and space
Rob Batstone and Jenefer Philp
109–126
Part II. Interactions involving technology
7. The cyber language exchange: Cross-national computer-mediated interaction
Shannon Sauro
129–146
8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences
Bryan Smith and Claire Renaud
147–166
9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions
Joseph Collentine and Karina Collentine
167–188
10. Preemptive feedback in CALL
Trude Heift
189–208
11. Learner perceptions of clickers as a source of feedback in the classroom
Ellen Johnson Serafini
209–224
Part III. Interactions in other educational settings
12. International engineering graduate students’ interactional patterns on a paired speaking test: Interlocutors’ perspectives
Talia Isaacs
227–246
13. The effectiveness of interactive group orals for placement testing
Paula Winke
247–268
14. Interaction in conversation groups: The development of L2 conversational styles
Nicole Ziegler, Corinne A. Seals, Steffi Ammons, Julie Lake, Phillip Hamrick and Patrick Rebuschat
269–292
15. Language production opportunities during whole-group interaction in conversation group settings
Kim McDonough and Teresa Hernández González
293–314
Appendix
315–316
Index
317–318
“The volume makes a significant contribution to the literature in two ways. First, as the editors of the book point out, each chapter points out a gap in the existing literature, a topic that has not yet been explored, or uses a new experimental methodology to deal with a long-standing issue. [...] Another positive feature of the volume is its wide range of content scope and rich variety of experimental and data analysis methods used. At the same time, it is still easy to identify a coherent theme within the sections, each of which contains four to six chapters. [...] Overall, the novelty in several studies and the variety of experimental approaches adopted in different chapters encourage scholars familiar with the “interaction” tradition to consider this concept in new ways. Finally, due to the background information provided, the volume can also be a useful resource for researchers and teachers who are relatively new to the subject of interactional studies in SLA.”
“I commend the editors for bringing together such diverse and methodologically sound studies, all examining L2 interaction from very different perspectives. This book is a valuable resource for scholars interested in L2 interaction. Potentially, this book could be used for graduate courses on L2 interaction or even for a course that provides an overview of the broad variety of SLA research. This volume is certain to provide inspiration for more—particularly more diverse—research on L2 interaction, and it should motivate follow-up and replication research.”
“Many ideas can be extracted from the book for future studies as the need for improvement or further research is clearly verbalized in all the chapters. Therefore, L2 teachers willing to take a further step in interaction issues will find the volume helpful as it will easily show them the gaps where further action is needed in order to help language students be more proficient in their career development and life

by means of being able to communicate proficiently in their own settings.

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This list is based on CrossRef data as of 05 september 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: CFDC – Language acquisition
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2012044698