Second Language Interaction in Diverse Educational Contexts

Editors

Kim McDonough

| Concordia University

Alison Mackey

| Georgetown University

Hardbound – Available

ISBN 9789027213099 | EUR 99.00 | USD 149.00

Paperback – Available

ISBN 9789027213105 | EUR 36.00 | USD 54.00

e-Book –

ISBN 9789027272348 | EUR 99.00/36.00*
| USD 149.00/54.00*

This volume brings together empirical research that explores interaction in a wide range of educational settings. It includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. Interaction is defined quite broadly, with many chapters focusing on oral interaction as is typical in the field, while other chapters report work that involves interaction between learners and technology. Several studies describe the linguistic and discourse features of interaction between learners and their interlocutors, but others demonstrate how interaction can serve other purposes, such as to inform placement decisions. The chapters in the book collectively illustrate the diversity of contemporary approaches to interaction research, investigating interactions with different interlocutors ( learner-learner, learner-teacher), in a variety of environments (classrooms, interactive testing environments, conversation groups) and through different modalities (oral and written, face-to-face and technology-mediated).

[Language Learning & Language Teaching, 34] 2013. xiv, 318 pp.

Publishing status: Available

https://doi.org/10.1075/lllt.34

Table of Contents

List of contributors	vii–x
Preface	xi–xiv
Part I. Interactions in L2 classrooms
1. Promoting attention to form through task repetition in a Korean EFL context YouJin Kim	3–24
2. Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners María Basterrechea and María del Pilar García Mayo	25–44
3. The impact of increasing task complexity on L2 pragmatic moves Roger Gilabert and Júlia Barón Parés	45–70
4. Tasks and traditional practice activities in a foreign language context Alison Mackey, Akiko Fujii, Sigrun Biesenbach-Lucas, Heather Weger, Natalia Dolgova Jacobsen, Lyn Wright, Julie Lake, Kerstin Sondermann, Kaitlyn Tagarelli, Mari Tsujita, Atsuko Watanabe, Rebekha Abbuhl and Katie Kim	71–88
5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction Elvis Wagner and Paul D. Toth	89–108
6. Classroom interaction and learning opportunities across time and space Rob Batstone and Jenefer Philp	109–126
Part II. Interactions involving technology
7. The cyber language exchange: Cross-national computer-mediated interaction Shannon Sauro	129–146
8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences Bryan Smith and Claire Renaud	147–166
9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions Joseph Collentine and Karina Collentine	167–188
10. Preemptive feedback in CALL Trude Heift	189–208
11. Learner perceptions of clickers as a source of feedback in the classroom Ellen Johnson Serafini	209–224
Part III. Interactions in other educational settings
12. International engineering graduate students’ interactional patterns on a paired speaking test: Interlocutors’ perspectives Talia Isaacs	227–246
13. The effectiveness of interactive group orals for placement testing Paula Winke	247–268
14. Interaction in conversation groups: The development of L2 conversational styles Nicole Ziegler, Corinne A. Seals, Steffi Ammons, Julie Lake, Phillip Hamrick and Patrick Rebuschat	269–292
15. Language production opportunities during whole-group interaction in conversation group settings Kim McDonough and Teresa Hernández González	293–314
Appendix	315–316
Index	317–318

“The volume makes a significant contribution to the literature in two ways. First, as the editors of the book point out, each chapter points out a gap in the existing literature, a topic that has not yet been explored, or uses a new experimental methodology to deal with a long-standing issue. [...] Another positive feature of the volume is its wide range of content scope and rich variety of experimental and data analysis methods used. At the same time, it is still easy to identify a coherent theme within the sections, each of which contains four to six chapters. [...] Overall, the novelty in several studies and the variety of experimental approaches adopted in different chapters encourage scholars familiar with the “interaction” tradition to consider this concept in new ways. Finally, due to the background information provided, the volume can also be a useful resource for researchers and teachers who are relatively new to the subject of interactional studies in SLA.”

Yi Xu, University of Pittsburgh, on Linguist List 24.3064, 2013

“I commend the editors for bringing together such diverse and methodologically sound studies, all examining L2 interaction from very different perspectives. This book is a valuable resource for scholars interested in L2 interaction. Potentially, this book could be used for graduate courses on L2 interaction or even for a course that provides an overview of the broad variety of SLA research. This volume is certain to provide inspiration for more—particularly more diverse—research on L2 interaction, and it should motivate follow-up and replication research.”

Maren Uggen, Kalamazoo College, in Studies in Second Language Acquisition 36(3): 598-600, 2014

“Many ideas can be extracted from the book for future studies as the need for improvement or further research is clearly verbalized in all the chapters. Therefore, L2 teachers willing to take a further step in interaction issues will find the volume helpful as it will easily show them the gaps where further action is needed in order to help language students be more proficient in their career development and life

by means of being able to communicate proficiently in their own settings.

”

Ana M. Martín Castillejos, Universidad Politécnica de Madrid, in Revista de Lenguas para Fines Específicos, Issue 20 (2014)

Cited by

Cited by 13 other publications

Bygate, Martin

2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1 ► pp. 3 ff.

Bygate, Martin

2018. In Speaking in a Second Language [AILA Applied Linguistics Series, 17], ► pp. 153 ff.

Bygate, Martin

2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3 ► pp. 275 ff.

Collante-Caiafa, CarmenCarmen Elena, Diznerys Quiroz-Lara, Keiby Caro-Oviedo & Nuar Villalba-Villadiego

2020. Factors generating reluctance in the oral participation in an english class . Educación y Humanismo 22:39

Dixon, Edward M. & Junko Hondo

2014. Re-purposing an OER for the online language course: a case study ofDeutsch Interaktivby the Deutsche Welle. Computer Assisted Language Learning 27:2 ► pp. 109 ff.

Goo, Jaemyung & Alison Mackey

2013. THE CASE FOR METHODOLOGICAL RIGOR. Studies in Second Language Acquisition 35:1

Haser, Verena, Anita Auer, Bert Botma, Beáta Gyuris, Kathryn Allan, Mackenzie Kerby, Lieselotte Anderwald, Alexander Kautzsch, Maja Miličević, Tihana Kraš & Marcus Callies

2015. IEnglish Language. The Year's Work in English Studies 94:1 ► pp. 1 ff.

Mackey, Alison

2020. In Interaction, Feedback and Task Research in Second Language Learning,

Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila

2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers. International Journal of Applied Linguistics 30:3 ► pp. 530 ff.

Pawlak, Miroslaw

2020. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 52 ff.

Pérez-Vidal, Carmen

2014. In Language Acquisition in Study Abroad and Formal Instruction Contexts [AILA Applied Linguistics Series, 13], ► pp. 17 ff.

Riestenberg, Katherine J.

2020. Meaningful interaction and affordances for language learning at a Zapotec revitalisation programme. The Language Learning Journal 48:3 ► pp. 316 ff.

Youn, Soo Jung

2020. Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1 ► pp. 201 ff.

This list is based on CrossRef data as of 11 june 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Linguistics

Applied linguistics

Language teaching

Language acquisition

BIC Subject: CFDC – Language acquisition

BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General

U.S. Library of Congress Control Number: 2012044698 | Marc record