基本説明
This volume includes work that takes a cognitive, brain-based approach to studying interaction, as well as studies that take a social, contextual perspective. 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).
Full Description
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).
Contents
1. List of contributors; 2. Preface; 3. Part I. Interactions in L2 classrooms; 4. 1. Promoting attention to form through task repetition in a Korean EFL context (by Kim, YouJin); 5. 2. Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners (by Basterrechea, Maria); 6. 3. The impact of increasing task complexity on L2 pragmatic moves (by Gilabert, Roger); 7. 4. Tasks and traditional practice activities in a foreign language context (by Mackey, Alison); 8. 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction (by Wagner, Elvis); 9. 6. Classroom interaction and learning opportunities across time and space (by Batstone, Rob); 10. Part II. Interactions involving technology; 11. 7. The cyber language exchange: Cross-national computer-mediated interaction (by Sauro, Shannon); 12. 8. Using eye tracking as a measure of foreign language learners' noticing of recasts during computer-mediated writing conferences (by Smith, Bryan); 13. 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions (by Collentine, Joseph); 14. 10. Preemptive feedback in CALL (by Heift, Trude); 15. 11. Learner perceptions of clickers as a source of feedback in the classroom (by Serafini, Ellen Johnson); 16. Part III. Interactions in other educational settings; 17. 12. International engineering graduate students' interactional patterns on a paired speaking test: Interlocutors' perspectives (by Isaacs, Talia); 18. 13. The effectiveness of interactive group orals for placement testing (by Winke, Paula); 19. 14. Interaction in conversation groups: The development of L2 conversational styles (by Ziegler, Nicole); 20. 15. Language production opportunities during whole-group interaction in conversation group settings (by McDonough, Kim); 21. Appendix; 22. Index
