Evidence-Based Second Language Pedagogy

Evidence-Based Second Language Pedagogy : A Collection of Instructed Second Language Acquisition Studies

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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.
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Product details

  • Paperback | 338 pages
  • 152 x 229 x 20.32mm | 494g
  • CRC Press Inc
  • Bosa Roca, United States
  • English
  • 31 Line drawings, black and white; 1 Halftones, black and white; 49 Tables, black and white; 32 Illustrations, black and white
  • 0815392532
  • 9780815392538
  • 2,795,182

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 Hernandez Gonzalez


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 Stiefenhoefer


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 & Katia 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 Csizer
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Review quote

"The chapters in this valuable collection are drawn from a wide range of research approaches, learning contexts, and languages. Most of the studies investigate students' learning in activities that they might also encounter in classroom instruction or practice activities. Consistent throughout the book is a genuine commitment to research that can inform teaching and each chapter concludes with specific recommendations regarding both pedagogy and future research. The book will be a rich resource for researchers and for teacher educators."


Patsy M. Lightbown, Concordia University, Canada


"This collection truly reflects the cutting-edge of Instructed Second Language Acquisition research in the 21st century. It is exciting to see seminal scholars empirically pursuing such a wealth of phenomena, from aptitude to anxiety and enjoyment, from writing to pragmatics to listening, from pre-task grammar instruction to vision-driven motivation, and much more. Each study is exemplary in methodological rigor, attention to context, and readability. A must-own for anyone interested in supporting research-informed language teaching."


Lourdes Ortega, Georgetown University, USA.
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About Masatoshi Sato

Masatoshi Sato is Associate Professor in the Department of English at Universidad Andres Bello, Chile.





Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.
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