Second Language Interaction in Diverse Educational Contexts
Editors
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:
© John Benjamins Publishing Company
Table of Contents
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List of contributors | pp. vii–x
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Preface | pp. xi–xiv
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Part I. Interactions in L2 classrooms
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1. Promoting attention to form through task repetition in a Korean EFL contextYouJin Kim | pp. 3–24
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2. Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learnersMaría Basterrechea and María del Pilar García Mayo | pp. 25–44
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3. The impact of increasing task complexity on L2 pragmatic movesRoger Gilabert and Júlia Barón Parés | pp. 45–70
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4. Tasks and traditional practice activities in a foreign language contextAlison 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 | pp. 71–88
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5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interactionElvis Wagner and Paul D. Toth | pp. 89–108
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6. Classroom interaction and learning opportunities across time and spaceRob Batstone and Jenefer Philp | pp. 109–126
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Part II. Interactions involving technology
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7. The cyber language exchange: Cross-national computer-mediated interactionShannon Sauro | pp. 129–146
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8. Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferencesBryan Smith and Claire Renaud | pp. 147–166
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9. A corpus approach to studying structural convergence in task-based Spanish L2 interactionsJoseph Collentine and Karina Collentine | pp. 167–188
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10. Preemptive feedback in CALLTrude Heift | pp. 189–208
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11. Learner perceptions of clickers as a source of feedback in the classroomEllen Johnson Serafini | pp. 209–224
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Part III. Interactions in other educational settings
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12. International engineering graduate students’ interactional patterns on a paired speaking test: Interlocutors’ perspectivesTalia Isaacs | pp. 227–246
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13. The effectiveness of interactive group orals for placement testingPaula Winke | pp. 247–268
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14. Interaction in conversation groups: The development of L2 conversational stylesNicole Ziegler, Corinne A. Seals, Steffi Ammons, Julie Lake, Phillip Hamrick and Patrick Rebuschat | pp. 269–292
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15. Language production opportunities during whole-group interaction in conversation group settingsKim McDonough and Teresa Hernández González | pp. 293–314
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Appendix | pp. 315–316
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Index | pp. 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.
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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 (17)
Cited by 17 other publications
Żammit, Jacqueline
2024. The Role of Research in Applied Linguistics. In Exploring Contemporary English Language Education Practices [Advances in Educational Technologies and Instructional Design, ], ► pp. 190 ff. 
Hsu, Hsiu-Chen
2023. Chapter 7. Peer interaction in collaborative L2 writing across synchronous and asynchronous CMC modes. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59], ► pp. 155 ff.
Mifka-Profozic, Nadia
2023. Interactive Alignment in L2 Learning: The Link between Social Interaction and Psycholinguistic Phenomena. Education Sciences 13:8 ► pp. 792 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
Mackey, Alison
2020. 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. Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53], ► pp. 52 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.
Xu, Yi
2020. Perfective -le Use and Consciousness-Raising among Beginner-Level Chinese Learners. Languages 5:2 ► pp. 16 ff.
Youn, Soo Jung
2020. Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1 ► pp. 201 ff.
Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1 ► pp. 3 ff.
Bygate, Martin
2018. Chapter 7. Creating and using the space for speaking within the foreign language classroom. 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.
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.
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.
Pérez-Vidal, Carmen
2014. Chapter 2. Study abroad and formal instruction contrasted. In Language Acquisition in Study Abroad and Formal Instruction Contexts [AILA Applied Linguistics Series, 13], ► pp. 17 ff.
Goo, Jaemyung & Alison Mackey
2013. THE CASE FOR METHODOLOGICAL RIGOR. Studies in Second Language Acquisition 35:1
This list is based on CrossRef data as of 18 july 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.
Subjects
Main BIC Subject
CFDC: Language acquisition
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General