Cross-theoretical Explorations of Interlocutors and their Individual Differences
Collectively, the chapters in the current volume initiate a cohesive discussion of the theoretical roles of the interlocutor within these four popular approaches to SLA; illustrate how interlocutor IDs influence L2 opportunities and/or development; present innovative, original empirical research on interlocutors and their IDs within each approach; and provide theoretical, empirical, and methodological guidance for future research on interlocutors and their IDs. A powerful contribution of this volume, highlighted in the concluding chapter’s synthesis, is the common call across all four approaches for the irrefutable role and need for research on interlocutors and their IDs. The volume also demonstrates how, despite theoretical and methodological differences, the four approaches are advancing congruently toward a more robust understanding of the multifaceted and dynamic nature of all interlocutors and their IDs, and thus toward a more complete and accurate picture of their influence on L2 development.
Table of Contents
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Acknowledgments | pp. ix–x
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List of contributors | pp. xi–xii
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Section I. Introductory material
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Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differencesLaura Gurzynski-Weiss | pp. 3–16
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Section II. Cognitive-interactionist approach
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Chapter 2. On the role of the interlocutor in second language development: A cognitive-interactionist approachJenefer Philp and Laura Gurzynski-Weiss | pp. 19–50
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Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performanceMirosław Pawlak | pp. 51–76
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Section III. Sociocultural theory
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Chapter 4. I ~ You > I ~ Me: The hidden other in L2 developmentJames P. Lantolf | pp. 79–98
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Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring contextMichele Back | pp. 99–124
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Section IV. Variationist perspective
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Chapter 6. Variationist perspective(s) on interlocutor individual differencesKimberly L. Geeslin | pp. 127–158
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Chapter 7. Examining the role of instructor first language in classroom-based oral inputAvizia Y. Long and Kimberly L. Geeslin | pp. 159–186
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Section V. Complex Dynamic Systems Theory
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Chapter 8. Complexity Theory: Relational systems in interaction and in interlocutor differences in second language developmentDiane Larsen-Freeman | pp. 189–208
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Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroadEllen J. Serafini | pp. 209–244
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Section VI. Concluding material
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Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differencesLaura Gurzynski-Weiss | pp. 247–266
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Index | pp. 267–270
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