Doing SLA Research with Implications for the Classroom

Reconciling methodological demands and pedagogical applicability

Editors

Robert M. DeKeyser

| University of Maryland

Goretti Prieto Botana

| University of Southern California

Hardbound – Available

ISBN 9789027203069 | EUR 95.00 | USD 143.00

Paperback – Available

ISBN 9789027203076 | EUR 33.00 | USD 49.95

e-Book –

ISBN 9789027262653 | EUR 95.00/33.00*
| USD 143.00/49.95*

This book is unique in bringing together studies on instructed second language acquisition that focus on a common question: “What renders this research particularly relevant to classroom applications, and what are the advantages, challenges, and potential pitfalls of the methodology adopted?” The empirical studies feature experimental, quasi-experimental and observational research in settings ranging from the classroom to the laboratory and CALL contexts. All contributors were asked to discuss issues of cost, ethics, participant availability, experimental control, teacher collaboration, and student motivation, as well as the generalizability of findings to different kinds of educational contexts, languages, and structures.

This volume should be of interest to graduate students in second language research, practicing teachers who want some guidance to navigate the sometimes overwhelming array of publications, and to researchers who are planning studies on instructed second language learning or teaching and are looking to make principled decisions on which of the existing methodologies to adopt.

[Language Learning & Language Teaching, 52] 2019. vi, 219 pp.

Publishing status: Available

https://doi.org/10.1075/lllt.52

Table of Contents

Chapter 1. Current research on instructed second language learning: A bird’s eye view Robert M. DeKeyser and Goretti Prieto Botana	1–7
Chapter 2. Observing language-related episodes in intact classrooms: Context matters! Laura Collins and Joanna White	9–30
Chapter 3. Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback Masatoshi Sato and Shawn Loewen	31–54
Chapter 4. Integrating instructed second language research, pragmatics, and corpus-based instruction Kathleen Bardovi-Harlig, Sabrina Mossman and Yunwen Su	55–81
Chapter 5. The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure Natsuko Shintani	83–106
Chapter 6. The effects of recasts versus prompts on immediate uptake and learning of a complex target structure Hossein Nassaji	107–126
Chapter 7. The effects of multiple exposures to explicit information: Evidence from two types of learning problems and practice conditions Goretti Prieto Botana and Robert M. DeKeyser	127–154
Chapter 8. CALL in ISLA: Promoting depth of processing of complex L2 Spanish “Para/Por” prepositions Ronald P. Leow, Luis Cerezo, Allison Caras and Gorky Cruz	155–178
Chapter 9. Lexical development in the writing of intensive English program students Alan Juffs	179–200
Chapter 10. Discussion: Balancing methodological rigor and pedagogical relevance Nina Spada	201–215
Index	217–219

“The book aimed to bridge the so-called gap between SLA (Second Language Acquisition) research (theory) and classroom pedagogy (practice). With the empirical studies conducted in either actual classrooms or computer labs by teacher-researchers, the book offers a wide range of ideas and pedagogical implications related to textbook and material development; instructional tasks, activities, and exercises in speaking, writing, vocabulary, and grammar; feedback and error correction, and finally the use of technology and computers in the language classroom. Hence, the book has proven to be an invaluable source for practitioners, language teachers, curriculum and material developers as well as the directors of language programs. [...] On a final note, there is no doubt that this edited book flourishing with research ideas from a variety of contexts will attract and inform its readers with the actual classroom applications it offers.”

Ozge Guney, University of South Florida, on Linguist List 30.4389, 2019

Cited by

Cited by other publications

Bardovi-Harlig, Kathleen

2020. Pedagogical linguistics. Pedagogical Linguistics 1:1 ► pp. 44 ff.

This list is based on CrossRef data as of 02 june 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

Linguistics

Language acquisition

Language teaching

Applied linguistics

BIC Subject: CJA – Language teaching theory & methods

BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching

U.S. Library of Congress Control Number: 2018058471