Oxford Applied Linguistics: Conversational Interaction in Second Language Acquisition: A Series Of…

Paperback | October 16, 2007

EditorAlison Mackey

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This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second languagelearning outcomes.brbrbName of series:/b Oxford Applied Linguistics

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This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second languagelearning outcomes.brbrbName of series:/b Ox...

Alison Mackey is Associate Professor of Linguistics at Georgetown University, where she teaches and conducts research on second language acquisition. She has carried out studies of the effects of input, interaction and feedback and the role of cognitive factors such as attention and memory in L2 learning, as well as on second language ...
Format:PaperbackDimensions:504 pages, 9.21 × 6.14 × 1.11 inPublished:October 16, 2007Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0194422496

ISBN - 13:9780194422499

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Table of Contents

IntroductionPart 1 Participants and learning opportunities in interaction1 Do second language learners benefit from interacting with each other?Rebecca Adams2 Interaction in the L2 classroom: does gender influence learning opportunities?Lauren Ross-Feldman3 Perceptions about interactional feedback: differences between heritage language learners and non-heritage language learners.Susan M. Gass and Kim Lewis4 Alphabetic print literacy and oral language processing in SLAElaine Tarone and Martha Bigelow5 Modified output of Japanese EFL learners: variable effects of interlocutor versus feedback typesMasatoshi Sato and Roy Lyster6 Riddles and puns in the ESL classroom: adults talk to learnAgustina Tocalli-Beller and Merrill Swainand#160;Part 2 Feedback, learner-internal processes, and perceptions in interaction7 How effective are recasts? The role of attention, memory, and analytical abilityPavel Trovimovich, Ahlem Ammar, and Elizabeth Gatbonton8 Textually enhanced recasts, learner awareness, and L2 outcomes in synchronous computer-mediated interactionRebecca Sachs and Bo-Ram Suh9 From CALL to face-to-face interaction: the effect of computer-delivered recasts and working memory on L2 developmentNuria Sagarra10 Recasts, learners' interpretations, and L2 developmentTakako Egi11 Recasts in communicative EFL classes: do teacher intent and learner interpretation overlap?Ji-Hyun Kim and ZhaoHong Hanand#160;Part 3 Interactional feedback and linguistic development12 The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articlesYounghee Sheen13 Interactional feedback and the emergence of simple past activity verbs in L2 EnglishKim McDonough14 The differential effects of corrective feedback on two grammatical structuresRod Ellis15 Measuring the effects of oral corrective feedback on L2 knowledgeShawn Loewen and Toshiyo Nabei16 Interaction-driven L2 learning: characterizing linguistic developmentK. Seon Jeonand#160;Epilogue17 Interaction research in SLA: a meta-analysis and research synthesisAlison Mackey and Jaemyung Goo