Description
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.
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
