Part of
Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicabilityEdited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 1–8
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 1–8
Chapter 1Current research on instructed second language learning
A bird’s eye view
In this introductory chapter we provide a picture of recent research on instructed second language learning (ISLA), not about its findings, but about what questions it addresses, on what aspects of the second language, and with what methodologies. We also address some potential reasons for why ISLA research is a relatively small part of the SLA research published in the leading journals, and for why a rather small part of that ISLA research is carried out in actual classrooms. We then present a set of questions about research methodology and generalizability of results that we asked the authors of each empirical chapter in the book (Chapters 2–9) to address, and we provide a brief overview of where the various contributions fall on the spectrum from least to most instructional intervention, which in turn largely determines their answers to the questions we asked them to address.
References (3)
Housen, A., Pierrard, M., & Vandaele, S. (2005). Structure complexity and the efficacy of explicit grammar instruction. In A. Housen & M. Pierrard (Eds.), Investigations in instructed second language acquisition (pp. 235–267). Berlin: Mouton de Gruyter. 
Loewen, S. (2015). Introduction to instructed second language acquisition. London: Routledge.
Rosenshine, B., & Furst, N. (1973). The use of direct observation to study teaching. In R. M. W. Travers (Ed.), Second handbook for research on teaching (pp. 122–183). Chicago, IL: Rand McNally.
Cited by (6)
Cited by six other publications
Hwang, Hyun–Bin
2023. Is evidence‐based L2 pedagogy achievable? The research–practice dialogue in grammar instruction. The Modern Language Journal 107:3 ► pp. 734 ff. 
Shintani, Natsuko & Scott Aubrey
2023. Chapter 15. Methodological considerations in the analysis of synchronous and asynchronous written corrective feedback. In Research Methods in the Study of L2 Writing Processes [Research Methods in Applied Linguistics, 5], ► pp. 315 ff.
Gombert, Wim, Merel Keijzer & Marjolijn Verspoor
2022. Structure-based Versus Dynamic Usage-based Instruction. Dutch Journal of Applied Linguistics 11
Comajoan-Colomé, Llorenç & Ares Llop Naya
2021. An SLA-Informed and Cognitive Linguistic Approach to the Teaching of L2 Catalan Tense-Aspect. Círculo de Lingüística Aplicada a la Comunicación 87 ► pp. 95 ff.
Decius, Julian, Niclas Schaper & Andreas Seifert
2021. Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue-Collar Workers. Vocations and Learning 14:2 ► pp. 285 ff.
Sato, Masatoshi & Kata Csizér
2021. Introduction: Combining learner psychology and ISLA research: Intersections in the classroom. Language Teaching Research 25:6 ► pp. 839 ff.
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