Doing SLA Research with Implications for the Classroom

Reconciling methodological demands and pedagogical applicability

Editors
| University of Maryland
| University of Southern California
HardboundAvailable
ISBN 9789027203069 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
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
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.”
“The volume delivers what it set out to do, both in its selection of papers and its attention for methodological issue. For begining researchers, it provides a good introduction to the main methodological approaches to ISLA and the issues involved. More experienced researchers will of course recognize the issues these authors have grappled with, but they too will find food for thought in the detailed discussions of the pros and cons of different methodological choices.”
Cited by

Cited by 8 other publications

Bardovi-Harlig, Kathleen
2020. Pedagogical linguistics. Pedagogical Linguistics 1:1  pp. 44 ff. Crossref logo
HIVER, PHIL, ANA C. SÁNCHEZ SOLARTE, ZACH WHITESIDE, CLAUDIA J. KIM & GEORGE E. K. WHITEHEAD
2021. The Role of Language Teacher Metacognition and Executive Function in Exemplary Classroom Practice. The Modern Language Journal 105:2  pp. 484 ff. Crossref logo
McDonough, Kim, Ahlem Ammar & Gabriel Michaud
2021. L2 Peer Interaction before and after Writing: How Does Each One Promote Writing Development?. The Canadian Modern Language Review  pp. e20200073 ff. Crossref logo
Michaud, Gabriel
2021. L’incidence d’un enseignement centré sur la forme sur la performance orale. The Canadian Modern Language Review 77:3  pp. 269 ff. Crossref logo
Sato, Masatoshi
2020. Learner attitudes and attention to form in peer interaction: A proposal to replicate Adams et al. (2011) and Philp et al. (2010). Language Teaching  pp. 1 ff. Crossref logo
Sato, Masatoshi & Kata Csizér
2021. Introduction: Combining learner psychology and ISLA research: Intersections in the classroom. Language Teaching Research 25:6  pp. 839 ff. Crossref logo
Sato, Masatoshi & Claudia Dussuel Lam
2021. Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication. Language Teaching Research 25:6  pp. 899 ff. Crossref logo
Sato, Masatoshi & Shawn Loewen
2019. Do teachers care about research? The research–pedagogy dialogue. ELT Journal 73:1  pp. 1 ff. Crossref logo

This list is based on CrossRef data as of 20 october 2021. 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 & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2018058471 | Marc record