Evidence Based Second Language Pedagogy A Collection of Instructed Second Language Acquisition Studies 1st Edition by Masatoshi Sato, Shawn Loewen ISBN 0815392524 9780815392521

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ISBN 10: 0815392524
ISBN 13: 9780815392521
Author: Masatoshi Sato, Shawn Loewen

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.

Evidence Based Second Language Pedagogy A Collection of Instructed Second Language Acquisition Studies 1st Table of contents:

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

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