Chapter published in:
Cross-theoretical Explorations of Interlocutors and their Individual DifferencesEdited by Laura Gurzynski-Weiss
[Language Learning & Language Teaching 53] 2020
► pp. 247–266
Chapter 10Synthesizing cross-theoretical explorations
of interlocutors and their individual
differences
Laura Gurzynski-Weiss | Indiana University
The theoretical and
empirical contributions of this current volume are
united in their efforts to examine interlocutors
and their individual differences. In this final
chapter, I demonstrate how the four approaches –
the cognitive-interactionist approach (Philp &
Gurzynski-Weiss; Pawlak); sociocultural theory
(Lantolf; Back); the variationist approach
(Geeslin; Long & Geeslin); and complex dynamic
systems theory (Larsen-Freeman; Serafini) – while,
on the surface may appear to be markedly
different, are all moving in harmony towards a
more comprehensive understanding of the nature of
interlocutors and their individual differences. I
will also discuss how this shared advancement
provides a more accurate picture of the complex
influences that affect second language
development. Finally, I will highlight the trends
and areas for future research common across all
approaches, providing concrete suggestions for
those interested in conducting research on this
topic.
Article outline
- Introduction
- Who are the interlocutors of relevance?
- What are the interlocutors’ roles?
- Which interlocutor IDs might influence SLA?
- Looking back: What do we know so far about interlocutor IDs?
- Looking forward: Where do we go from here?
- Conclusions
-
Notes -
References
Published online: 21 January 2020
https://doi.org/10.1075/lllt.53.10gur
https://doi.org/10.1075/lllt.53.10gur
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