Interaction / Jennifer Behney, Susan Gass.

Format:

Book

Author/Creator:

Behney, Jennifer, author.

Gass, Susan M., author.

Series:

Cambridge elements. Elements in second language acquisition, 2517-7974.

Cambridge elements. Elements in second language acquisition, 2517-7974

Language:

English

Subjects (All):

Second language acquisition--Study and teaching.

Second language acquisition.

Language and languages--Study and teaching.

Language and languages.

Social interaction.

Physical Description:

1 online resource (98 pages) : digital, PDF file(s).

Edition:

1st ed.

Place of Publication:

Cambridge : Cambridge University Press, 2021.

Summary:

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

Contents:

Cover

Title page

Copyright page

Interaction

Dedication

Contents

1 What Are the Key Concepts?

1.1 Introduction

1.2 What Do We Mean by Interaction?

1.3 What Are the Main Constructs?

1.3.1 Input

1.3.2 Feedback

1.3.3 Output

1.4 Other Constructs

1.4.1 Intake

1.4.2 Negotiation for Meaning

1.4.3 Noticing

2 What Are the Main Branches of Research?

2.1 Sociocultural Approaches in Second Language Learning

2.2 Zone of Proximal Development

2.3 Interaction Hypothesis

2.4 Looking at Two Strands

3 What Are the Key Readings?

3.1 Interaction

3.2 Interaction Hypothesis

3.2.1 What Is It about Interaction that Facilitates Acquisition?

3.2.2 What Does Interaction Bring to the Learning Process?

3.2.3 Interaction in Different Contexts

3.2.3.1 Modality: Computer-Mediated and Face-to-Face Communication

3.2.3.2 Second Language and Foreign Language Contexts

3.2.3.3 Laboratory versus Classroom Context

3.2.3.4 Age Differences

3.3 Output

3.4 Perceptions of Interactive Feedback

3.5 Conclusion

4 What Are the Current and Future Research Emphases?

4.1 Aptitude, Working Memory, Analytic Ability

4.2 Inhibition

4.3 Anxiety

4.4 Learner Backgrounds

4.4.1 WEIRD Participants

4.4.2 Literacy

4.4.3 Age

4.4.4 Cognitive Creativity

4.5 Conclusion

5 What Are the Implications for Pedagogy?

5.1 Implications of Interaction Research on Language Teaching Methodology

5.1.1 Communicative Language Teaching

5.1.2 Task-Based Language Teaching (TBLT)

5.1.3 Computer-Mediated Communication (CMC)

5.2 Input, Output, and Negotiation of Meaning in the L2 Classroom

5.2.1 Input in the L2 Classroom

5.2.2 Output in the L2 Classroom

5.2.3 Negotiation of Meaning in the L2 Classroom

5.3 Corrective Feedback in the L2 Classroom.

5.3.1 Teacher Corrective Feedback

5.3.2 From Focus on FormS to Focus on Form in the L2 Classroom

5.4 Conclusion

References.

Notes:

Title from publisher's bibliographic system (viewed on 15 Sep 2021).

ISBN:

1-108-89223-X

1-108-89059-8

1-108-87062-7

OCLC:

1267552136