Evidence-Based Second Language Pedagogy

A Collection of Instructed Second Language Acquisition Studies
1. Auflage 2019
ISBN: 978-0-8153-9253-8
Verlag: Routledge

Buch, Englisch, 358 Seiten, Format (B × H): 152 mm x 229 mm, Gewicht: 522 g

Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in The Routledge Handbook of Instructed Second Language Acquisition (2017), studies in this volume are organized according to the key components of ISLA: types of instruction, learning processes, learning outcomes, and learner and teacher psychology. The volume responds to pedagogical needs in different L2 teaching and learning settings by including a variety of theoretical frameworks (sociological, psychological, sociocultural, and cognitive), methodologies (qualitative and quantitative), target languages (English, Spanish, and Mandarin), modes of instruction (face-to-face and computer-mediated), targets of instruction (speaking, writing, listening, motivation, and professional development), and instructional settings (second language, foreign language, and heritage language). A novel synthesis of research in the rapidly growing field of ISLA that also covers effective research-based teaching strategies, Evidence-Based Second Language Pedagogy is the ideal resource for researchers, practitioners, and graduate students in SLA, applied linguistics, and TESOL.

Autoren/Hrsg.

Sato, Masatoshi

Loewen, Shawn

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften

Inhaltsverzeichnis

Chapter 1

Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical Recommendations

Masatoshi Sato & Shawn Loewen

Part I

A Focus on Instruction

Chapter 2

Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher Education

James P. Lantolf & Olga Esteve

Chapter 3

Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics Instruction

Kathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle Swanson

Chapter 4

Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational Study

Rhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan Pan

Part II

A Focus on Learning Processes

Chapter 5

Collaborative Prewriting Discussions and ESL Students’ Vocabulary Development: LREs and Depth of Engagement

Kim McDonough & Teresa Hernández González

Chapter 6

Peer Feedback: An Activity Theory Perspective on Givers and Receivers’ Stances

Neomy Storch & Khaled Aldossary

Chapter 7

The Role of Peers in Young Learners’ English Learning: A Longitudinal Case Study in China

Yuko Goto Butler & Yeting Liu

Chapter 8

The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar Instruction

Shaofeng Li & Mengxia Fu

Part III

A Focus on Learning Outcomes

Chapter 9

Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers’ Classroom-Based and Homework Interactions

Marije Michel & Laura Stiefenhöfer

Chapter 10

What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing?

Melissa A. Bowles & Adrian Bello-Uriarte

Chapter 11

The Effect of Input Characteristics on Students’ Perception of Task Difficulty and Their Comprehension of Authentic Listening TasksYouJin Kim & Kátia Monteiro

Part IV

A Focus on Learner and Teacher Psychology

Chapter 12

The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety

Jean-Marc Dewaele & Peter MacIntyre

Chapter 13

Interaction Vision Intervention to Increase Second Language Motivation: A Classroom Study

Masatoshi Sato & Pamela Lara

Chapter 14

The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in Hungary

Kata Csizér

Über Autor(innen)

Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile.

Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.