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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.
267
–
270
◄
previous
Index
A
accommodation
7, 142, 193 ;
see also
convergence, divergence
accuracy
22, 37, 40, 56, 65–66, 128, 133, 137–138, 166, 255
age
9, 11, 20, 23, 24, 30, 38–39, 55, 57, 127, 132, 135, 136, 143, 144, 145, 160, 189, 195–196, 197, 199, 212, 214, 221, 232, 235, 237, 249, 252–254, 259
of onset
167
anxiety
11, 20, 32, 33–34, 35, 36, 41, 55, 70, 139, 197, 235, 252, 257, 259
aptitude
39, 55
attitude
37, 55, 141–142, 160, 210, 212, 213–214, 238, 253, 258, 259
toward American culture
138
toward course
35–36, 199
toward L2
213
toward L2/heritage learners
9, 11, 221, 232–235, 236–237, 252
toward task
35–36
B
beliefs
11, 33, 100, 105, 106, 113, 212, 213, 230, 252, 253
Broca’s Area
90
see also
Mead’s Loop, mirror neurons
C
caretaker
233, 237
talk (child-directed speech)
20, 191
close discourse analysis
100, 103–105, 121
co-adaptation
8–9, 12, 189, 191–195, 198, 200–202, 211–212, 236–238, 260
cognitive styles
57
see also
learning style
cognitive-interactionist approach
3, 6, 19–24, 26, 31–32, 29, 40–42, 51–54, 210, 247–249, 251–253, 255, 258
communicative development
12, 87
communicative competence
21, 252
Complex Dynamic Systems
4, 8, 41, 190, 193, 194–195, 197, 198–203, 209, 210, 211–212, 214–216, 247–250, 252–253, 255–258, 260–262
comprehensible input
see
input
comprehensible output hypothesis
see
output
computer-mediated communication
6, 33–35, 40 53, 55, 249
Connectionism
132
see also
Connectionist approach
Connectionist approach
130
see also
Connectionism
context
7–8, 12, 22–23, 25–26, 28, 37, 42, 52–54, 61, 66, 83, 127–128, 131–133, 138–139, 141–143, 145–146, 181, 190, 192–194, 199, 201, 203, 211–212, 214–215, 218, 237–239, 250–255, 258–261
communicative
52
classroom
53, 179, 180
cultural
36, 101
discourse
180
ecological
202, 220
formality of
164
instructed
9, 213
interactional
7, 128, 130, 136, 138–140, 143, 145, 213
learning
41, 141, 160, 211
linguistic
129, 131–133, 139, 141–142, 161, 163, 172–173
naturalistic
210, 213
of instruction
38–39
participatory
35
social
7–8, 132–133, 161, 193
spatial
190, 199
temporal
133, 190, 199
convergence (alignment)
12, 142, 191, 193, 196–198, 200, 212, 236
coupled system
191, 193–195, 215, 236 ;
see also
co-adaptation, relational system
D
divergence
142, 145, 193, 212
E
empathy
106
cultural
12, 137–138
engagement
12, 25–26, 29, 32, 34–35, 39, 52, 66, 70, 251–252
epistemic
100
(in)congruence
104, 112, 116, 118
search sequences
12, 104, 108–114, 118
stance
12, 99, 101, 103–105, 108–114, 118, 121
status
103–104, 113, 117
ethnicity
see
race
experience
4, 12, 23, 101, 160, 164, 189, 195–196, 228–229, 235, 252–253
teaching
168, 181, 233, 259
working with learners
9, 12, 221, 232–234, 252, 255 ;
see also
study abroad experience
exposure
22, 51–52, 59, 92, 107, 178, 210, 217, 229, 235, 249
extroversion/extraversion
36–37, 57, 68 ;
see also
personality
F
face-to-face interaction (communication)
6, 19, 33–35, 40, 55, 59, 70, 221, 248
feedback
12, 21–24, 31–33, 36–37, 39–41, 51–58, 68, 70, 134, 159, 195, 201–202, 210, 233, 236–237, 251, 255
explicit
36, 40, 55
implicit
36, 40
metalinguistic
33, 56
negative
6
noticing of
39–40
quantity of
39–40 ;
see also
recasts
fetishized (fetishization)
83, 101, 118
language
materials
114, 116, 118
others
7, 79, 101–102, 109–110, 113, 118, 120
first language (L1)
8, 12, 91, 159–160, 165, 167–168, 171–181, 189, 198–199, 217, 232, 252, 254–255, 259
familiarity with learners’
9, 221, 232, 237
focus on form
31, 52–54, 57–58, 68
peer
31
foreigner talk
20
G
gender (sex)
6, 9, 11, 20, 23–24, 31–32, 41, 51, 56–58, 60–65, 67–70, 131–132, 135–136, 160, 189, 195–196, 199, 212, 214, 221, 232, 237, 253–255
gesture
22, 80, 91–93, 102, 105, 117–118, 254, 257
co-speech
90–92 ;
see also
gesture-enhanced recasts
I
identity
11, 85, 101, 131, 136, 140, 189, 194, 197, 210, 212, 213, 238, 253–258
immersion
22, 93, 140, 197, 209–210, 212, 214, 235, 237–238, 257
imperfect command of language
84
input
4–6, 8, 21–22, 26–28, 32–33, 39–40, 52, 55, 60, 134–135, 137, 139–141, 143, 145–146, 159–160, 165–168, 170, 172, 180–181, 190, 192, 210–211, 220, 236, 250–251, 255–256, 258–260, 262
comprehensible
21–22, 166
hypothesis
21
modified
20, 53
(
see also
teacher talk)
pushed
26
interaction
4–8, 12, 19–42, 51–57, 59–70, 79–82, 84–86, 88, 92–94, 99–105, 113, 116–121, 127, 131, 134–146, 159, 189–202, 209–215, 219–221, 228–239, 247–249, 251–263
see also
cognitive-interactionist approach
hypothesis (interactionist hypothesis)
6, 21, 23, 52
negotiated
12, 51–54, 56–58, 60–70, 255
interactive work
52
interlocutors
definition of
3–5, 19, 134
future
250, 254–255
host mothers/parents
11, 23, 209–210, 214, 221, 229–230, 237–238, 248
instructional materials
11, 93–94
instructors (teachers, professors)
11, 20–21, 23–24, 26–28, 40, 93, 165, 209, 214, 221, 229, 237, 247–248, 255–256, 259, 262
learners
11, 24, 33, 56, 93, 138, 247–248, 250, 255–256, 262
native and non-native speakers
6, 11, 23, 144, 195–196, 230, 248
non-learner peers
11, 24, 33, 209, 214, 221
non-teacher/non-peer
11, 214, 221, 228–229, 231, 238, 247–248, 257, 261–262
other tutors
11
past
249, 254–255
peers
7, 11, 21, 23–28, 58, 214
peer tutors
11, 99–101, 248, 253
program coordinators
11, 221
researchers
23, 221
role of
12, 20, 23, 32, 94, 100, 135, 137, 146, 159, 211, 213, 250
similarity of
20, 24, 197, 212, 251
social others
7, 99
written texts
7, 23, 93–94, 250
introversion
57, 68 ;
see also
personality
K
knowledge
4, 7, 11, 94, 103–105, 99–101, 103–105, 107, 110, 116–121, 134, 210, 230–231, 234, 250, 253–254
L
language history
11, 120, 253
learning styles
6, 11, 51, 53–54, 56–61, 64–65, 67–70 ;
see also
cognitive style
length
of period of acquisition (of learning)
12, 133, 142
of residence
138, 197
of study abroad program
237
M
Mead’s Loop
90
mediation
80–83, 99, 101, 254
microgenetic timescale
103
mirror neurons
90–91, 193, 257
more knowledgeable other
100, 250
motion
89–92
verbs
12, 92, 257
events
85, 89–92
motivation
11, 20, 23–24, 29, 32, 35–36, 38, 41, 54, 66, 70, 160, 199, 209–210, 212–214, 218, 233, 236, 252–253, 256, 259, 261
dynamic
11, 252
N
negotiation
6, 24, 26, 31, 38, 51, 56, 99–100, 116, 254
of form
52, 58, 60–63, 65, 69
of learner identities
212, 254
of (for) meaning
4, 6, 21, 23–26, 31, 38, 52–53, 55–58, 60–63, 66–67, 69 118, 121, 254–255
of social relationships
210
of the L2 self
213
noticing
23, 25–28, 34, 39–40, 54
hypothesis
21, 23, 52
O
output
6, 33, 35, 36, 41, 51, 52, 55, 144, 192, 210, 251, 255, 256, 258
adjustments
60
hypothesis (comprehensible output hypothesis)
21–22, 52
modifications (modified)
6, 24, 40, 54–55, 57, 58, 60–69, 255
pushed
25
P
pantomime
90
see also
gesture
perception
35, 131, 137, 201, 238, 254, 256, 260
of cultural empathy
137–138
of formality
135
of interlocutors
121, 134, 142, 145, 214, 233, 237–238, 249
of interlocutor IDs
9, 209, 211, 232–234, 236, 238, 253, 255
of learner identity
212
of learners
234, 237
of learning
100
of others
230
of own IDs
259–260
of past
215, 249
of peer tutoring
100
of present
215
of reality
60
of self
9, 105, 209–211, 214–215, 218–219, 221–232, 235–236, 249
of target language and culture
99
of world
89
personal investment
12
personality
11, 36–37, 135, 253–254, 261 ;
see also
extroversion, introversion
power relationships
12, 26–28, 118, 199, 254
pre-linguistic period
82
Preston’s psycholinguistic model
132–133, 143–145, 252
priming
163, 192, 256
primitiveness
83
proficiency
4, 6, 11, 19–20, 23–26, 30–31, 37–38, 40–41, 51–65, 67–70, 120, 133, 135, 138–139, 141–143, 145, 210, 213, 216–217, 220, 225, 228, 231, 234–237, 248–250, 253, 259–260
perceived
31, 138, 160, 179, 259
pronunciation
12, 107, 197–198, 213, 236
psychological development
12, 79–80, 87, 93
R
race (ethnicity)
11, 136, 143, 145, 200, 236, 253–254
recasts
21–23, 28, 33, 36–37, 39–40, 54–57, 192, 201
gesture-enhanced
57
relational system
189–192, 202, 211 ;
see also
coupled system
S
self
81–82, 210, 212, 214–215, 228–229, 235–236, 238, 249, 257–258, 260–261
-concept
209, 225
-confidence
35, 37, 230, 233, 238, 249, 254, 257
future
214, 249–250, 258
global
218–219, 222–224
ideal
36, 213–214, 218–219, 222–224, 231–232, 236
imagined
218, 230, 235
L2/HL
213, 236, 255–256, 259, 210–211, 213, 230
ought-to
218–219, 222–224, 230
past
215, 254
possible
9, 11, 209, 215, 218, 221–225, 237, 253–254
sense of
9, 210, 212, 214, 219, 231, 236, 238
-talk
82, 102, 116–118 ;
see also
perception of self
sign
82–83, 86–87
sign language
86–89
signal
58, 83, 193
social memory
197
social network
138, 194, 238
analysis
213, 239
social relations
6–8, 12, 19–20, 23–32, 34, 41, 56, 79, 83, 210, 213, 216, 220, 233, 235, 237, 239
social situation of development
79
sociolinguistic competence
127–128, 161
sociolinguistic variable
128–130, 143–144, 160–161, 163–164, 167, 170–171, 174, 179
stages of development
55, 165, 199
study abroad
9, 12, 35, 38, 41, 133, 141–142, 146, 209–210, 212–221, 232–239, 249, 255–256 ;
see also
immersion
subject expression
8, 12, 129–133, 140, 159–165, 167–181, 255, 259
synchronization
192–193, 197, 250, 255, 257
emergent synchrony
193
synchronous computer-mediated communication (SCMC)
see
computer-mediated communication
T
target culture
38, 99–101, 137, 212, 256
task
12, 129, 131, 133, 139, 163, 254, 261
role in
12, 30, 196, 253
type/demands
6–7, 30, 51, 56–70, 160, 251, 253–254
teacher talk
20, 160
theory of mind
87–89, 193, 195
theory of processes
130
theory of systems
130
thinking for speaking
89–93, 257
type I variation
161
type II variation
161
V
variant
128–132, 137–138, 143–144, 254, 256
prestige
136
regional
12, 141
stylistic
12, 137
W
willingness to communicate
11, 20, 26, 29, 35–37, 41, 54–55, 70, 213, 253, 257–260
working memory (WM)
11, 32, 39–40, 54–55, 139, 145–146, 160, 253, 255
Z
zone of proximal development (ZPD)
4, 6–7, 100, 102