Cross-theoretical Explorations of Interlocutors and their Individual Differences

Editor
| Indiana University
HardboundAvailable
ISBN 9789027204899 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027204882 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027261618 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
This book examines the role of interlocutors and their individual differences (IDs) in second language (L2) development from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complex dynamic systems theory. A theoretical overview to each approach is written by a preeminent scholar in the framework, and each overview is followed by an empirical study that demonstrates how interlocutor IDs can be fruitfully researched within that framework. To maximize readability and impact, the chapters follow common organizing questions, inviting the engagement of L2 researchers, students, and teachers alike.

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.

[Language Learning & Language Teaching, 53]  2020.  xii, 270 pp.
Publishing status: Available
Table of Contents
Acknowledgments
ix–x
List of contributors
xii
Section I. Introductory material
Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences
Laura Gurzynski-Weiss
4–16
Section II. Cognitive-interactionist approach
Chapter 2. On the role of the interlocutor in second language development: A cognitive-interactionist approach
Jenefer Philp and Laura Gurzynski-Weiss
20–50
Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance
Miroslaw Pawlak
52–75
Section III. Sociocultural theory
Chapter 4. I ~ You > I ~ Me: The hidden other in L2 development
James P. Lantolf
80–97
Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context
Michele Back
100–123
Section IV. Variationist perspective
Chapter 6. Variationist perspective(s) on interlocutor individual differences
Kimberly L. Geeslin
128–157
Chapter 7. Examining the role of instructor first language in classroom-based oral input
Avizia Yim Long and Kimberly L. Geeslin
160–185
Section V. Complex Dynamic Systems Theory
Chapter 8. Complexity Theory: Relational systems in interaction and in interlocutor differences in second language development
Diane Larsen-Freeman
190–208
Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad
Ellen Johnson Serafini
210–243
Section VI. Concluding material
Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences
Laura Gurzynski-Weiss
248–266
Index
267–270
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number:  2019049832