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Ten wydany zbiór badań empirycznych analizuje związek między interakcją i drugim językiem nauczania. Badania dostarczają czytelnikom wglądu w szeroki wachlarz zagadnień, w centrum obecnego badania relacji między konwersacyjną interakcją i drugim językiem nauczania.


Kluczowe cechy

- Analizuje korzyści wynikające z opinii interakcyjnych, omawia źródła pozytywnych wyników przekształceń i negocjacji.
- Bada związek pomiędzy postrzeganiem osób uczących się i uczeniem się.
- Bada różnice indywidualne, takie jak pamięć operacyjna i płeć, i zwraca uwagę , zarówno na społeczne, jak i poznawcze czynniki oparte na rozwoju interakcji.


This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second language learning outcomes.

Name of series: Oxford Applied Linguistics

Key features

• Examines the benefits of interactional feedback, discusses the source of the positive outcomes of recasts and negotiations.
• Explores the relationship between learners' perceptions and learning.
• Investigates individual differences such as working memory and gender, and considers both social and cognitive factors in interaction-driven development.

Introduction

Part 1 Participants and learning opportunities in interaction
1 Do second language learners benefit from interacting with each other?
Rebecca Adams
2 Interaction in the L2 classroom: does gender influence learning opportunities?
Lauren Ross-Feldman
3 Perceptions about interactional feedback: differences between heritage language learners and non-heritage language learners.
Susan M. Gass and Kim Lewis
4 Alphabetic print literacy and oral language processing in SLA
Elaine Tarone and Martha Bigelow
5 Modified output of Japanese EFL learners: variable effects of interlocutor versus feedback types
Masatoshi Sato and Roy Lyster
6 Riddles and puns in the ESL classroom: adults talk to learn
Agustina Tocalli-Beller and Merrill Swain


Part 2 Feedback, learner-internal processes, and perceptions in interaction
7 How effective are recasts? The role of attention, memory, and analytical ability
Pavel Trovimovich, Ahlem Ammar, and Elizabeth Gatbonton
8 Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interaction
Rebecca Sachs and Bo-Ram Suh
9 From CALL to face-to-face interaction: the effect of computer-delivered recasts and working memory on L2 development
Nuria Sagarra
10 Recasts, learners' interpretations, and L2 development
Takako Egi
11 Recasts in communicative EFL classes: do teacher intent and learner interpretation overlap?
Ji-Hyun Kim and ZhaoHong Han


Part 3 Interactional feedback and linguistic development
12 The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles
Younghee Sheen
13 Interactional feedback and the emergence of simple past activity verbs in L2 English
Kim McDonough
14 The differential effects of corrective feedback on two grammatical structures
Rod Ellis
15 Measuring the effects of oral corrective feedback on L2 knowledge
Shawn Loewen and Toshiyo Nabei
16 Interaction-driven L2 learning: characterizing linguistic development
K. Seon Jeon


Epilogue
17 Interaction research in SLA: a meta-analysis and research synthesis
Alison Mackey and Jaemyung Goo