Part of
Contemporary Approaches to Second Language AcquisitionEdited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 49–70
Edited by María del Pilar García Mayo, María Juncal Gutiérrez Mangado and María Martínez-Adrián
[AILA Applied Linguistics Series 9] 2013
► pp. 49–70
Chapter 3. From input, output and comprehension to negotiation, evidence, and attention
An overview of theory and research on learner interaction and SLA
This chapter begins with an historical overview of theory and research on the role of learner interaction in the processes and sequences of second language acquisition (SLA). The overview highlights the foundational constructs of input, output, interaction, and comprehension, and current constructs of negotiation, attention, and evidence for SLA. The chapter also addresses the ways in which these constructs have illuminated the processes of SLA, shed light on the needs of the learner, and led to instructional approaches that facilitate effective second language (L2) outcomes. Examples of interaction-based approaches are provided. These include research validated strategies and tasks that provide opportunities for learners to interact in the L2 as they negotiate its meaning, attend to its linguistic forms and constructions, and access positive and negative evidence for their SLA
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Jones, Tracey R. & Kimberly R. Trevino
2022. Contextualizing Bilingualism. In Handbook of Research on Multilingual and Multicultural Perspectives on Higher Education and Implications for Teaching [Advances in Higher Education and Professional Development, ], ► pp. 87 ff.
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2022. Negotiation of meaning in child-child vs. adult-adult interactions: Evidence from low proficiency EFL learners. International Review of Applied Linguistics in Language Teaching 60:2 ► pp. 463 ff.
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2022. Using spoken dialogue technology for L2 speaking practice: what do teachers think?. Computer Assisted Language Learning 35:5-6 ► pp. 1194 ff.
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2022. Exploration and Application of Literature-Reading Aided Seminar Teaching Model—Taking the Course of General Linguistics as an Example. Modern Linguistics 10:08 ► pp. 1643 ff.
Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching,
Calzada, Asier & María del Pilar García Mayo
2021. Child learners’ reflections about EFL grammar in a collaborative writing task: when form is not at odds with communication. Language Awareness 30:1 ► pp. 1 ff.
Hidalgo, Maria Angeles
2021. Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention
. International Review of Applied Linguistics in Language Teaching 59:3 ► pp. 395 ff.
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching, ► pp. 397 ff.
Isabelli-García, Christina L. & Casilde A. Isabelli
2020. What Theories, Perspectives, and Approaches Are Used in Study Abroad Research?. In Researching Second Language Acquisition in the Study Abroad Learning Environment, ► pp. 23 ff.
Minas, Edith Christina
2020. The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching. Southern African Linguistics and Applied Language Studies 38:1 ► pp. 1 ff.
Bibauw, Serge, Thomas François & Piet Desmet
2019. Discussing with a computer to practice a foreign language: research synthesis and conceptual framework of dialogue-based CALL. Computer Assisted Language Learning 32:8 ► pp. 827 ff.
Xu, Mingfei & Simin Zeng
2019. 2019 14th International Conference on Computer Science & Education (ICCSE), ► pp. 987 ff.
Abbuhl, Rebekha, Nicole Ziegler, Alison Mackey & Luke Amoroso
2018. Interaction and Learning Grammar. In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff.
Loewen, Shawn & Masatoshi Sato
2018. Interaction and instructed second language acquisition. Language Teaching 51:3 ► pp. 285 ff.
García Mayo, María del Pilar & María Basterrechea
2017. CLIL and SLA. In Applied Linguistics Perspectives on CLIL [Language Learning & Language Teaching, 47], ► pp. 33 ff.
Lázaro-Ibarrola, Amparo & María Ángeles Hidalgo
2017. Procedural repetition in task-based interaction among young EFL learners. ITL - International Journal of Applied Linguistics 168:2 ► pp. 183 ff.
Martin-Beltrán, Melinda
2017. Exploring Peer Interaction Among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. International Multilingual Research Journal 11:3 ► pp. 131 ff.
Štefančínová, Iveta & Ľubomíra Valovičová
2017. [AIP Conference Proceedings, 1798], ► pp. 050006 ff.
Dilāns, Gatis
2016. Corrective feedback in L2 Latvian classrooms: Teacher perceptions versus the observed actualities of practice. Language Teaching Research 20:4 ► pp. 479 ff.
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2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study. The Language Learning Journal 44:4 ► pp. 451 ff.
Sato, Masatoshi & Susan Ballinger
2016. Understanding peer interaction. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 1 ff.
Sato, Masatoshi & Paula Viveros
2016. 3. Interaction or collaboration? Group dynamics in the foreign language classroom. In Peer Interaction and Second Language Learning [Language Learning & Language Teaching, 45], ► pp. 91 ff.
Martínez Agudo, Juan de Dios
2015. How do Spanish EFL learners perceive grammar instruction and corrective feedback?. Southern African Linguistics and Applied Language Studies 33:4 ► pp. 411 ff.
This list is based on CrossRef data as of 25 august 2024. 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.