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Part of
Cross-theoretical Explorations of Interlocutors and their Individual Differences
Edited by Laura Gurzynski-Weiss
[Language Learning & Language Teaching 53] 2020
► pp. 247–266

Chapter 10
Synthesizing cross-theoretical explorations of interlocutors and their individual differences

 | 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
DOI logo
https://doi.org/10.1075/lllt.53.10gur
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2024. Interactions between task complexity, task repetition, and task motivation in L2 writing. Language Teaching Research DOI logo
Gurzynski-Weiss, Laura & YouJin Kim
2022. Unique considerations for ISLA research across approaches. In Research methods in instructed second language acquisition [Research Methods in Applied Linguistics, 3], ► pp. 125 ff. DOI logo

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