Expanding Individual Difference Research in the Interaction Approach

Investigating learners, instructors, and other interlocutors

Editor
ORCID logoLaura Gurzynski-Weiss | Indiana University
HardboundAvailable
ISBN 9789027205346 | EUR 99.00 | USD 149.00
 
e-Book
ISBN 9789027264886 | EUR 99.00 | USD 149.00
 
Google Play logo
Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors demonstrates why investigating the individual differences of all interlocutors with whom learners interact – including peer and heritage learners, instructors, researchers, and native speakers – is critical to understanding how second and foreign languages are taught and learned. Through state-of-the-art syntheses detailing what is known about learners and instructors, and novel empirical studies highlighting new avenues of inquiry, the volume articulates the most pressing needs for individual difference research. The book concludes with a scoping review, which reveals the many interlocutors still yet to be empirically considered and outlines next steps for this research. Uniquely combining linguistic theory, research synthesis, and empirical study, this book encourages students and established scholars alike to expand their conceptualization of individual differences. By demonstrating the importance of considering the individual differences of all interlocutors, the studies are also highly relevant to those teaching second and foreign languages in diverse contexts.
[AILA Applied Linguistics Series, 16] 2017.  xii, 327 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 15 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Baralt, Melissa, Wang Fei, Zhanting Bu, Hao Chen, José Morcillo Gómez & Xunye Luan
2021. The Implementation of a Task-Based Spanish-Language Program in Qingdao, China. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 135 ff. DOI logo
Boers, Frank, Lara Bryfonski, Farahnaz Faez & Todd McKay
2021. A CALL FOR CAUTIOUS INTERPRETATION OF META-ANALYTIC REVIEWS. Studies in Second Language Acquisition 43:1  pp. 2 ff. DOI logo
Brown, Alan V., Luke Plonsky & Yasser Teimouri
2018. The use of course grades as metrics in L2 research: A systematic review. Foreign Language Annals 51:4  pp. 763 ff. DOI logo
Cheng, Gong & Songshan Zhang
2022. Cross‐theoretical explorations of interlocutors and their individual differences, LauraGurzynski‐Weiss. John Benjamins Publishing Company, (2020). 282 pp., ISBN 9789027204899. International Journal of Applied Linguistics 32:1  pp. 188 ff. DOI logo
Gurzynski-Weiss, Laura
2020. Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 4 ff. DOI logo
Gurzynski-Weiss, Laura
2020. Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 248 ff. DOI logo
Gurzynski-Weiss, Laura & YouJin Kim
2022. Chapter 1. Getting started. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3],  pp. 3 ff. DOI logo
Gurzynski-Weiss, Laura & YouJin Kim
2022. Chapter 6. Unique considerations for ISLA research across approaches. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3],  pp. 125 ff. DOI logo
Long, Avizia Yim & Kimberly L. Geeslin
2020. Chapter 7. Examining the role of instructor first language in classroom-based oral input. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 160 ff. DOI logo
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning, DOI logo
Mora, Joan C. & Mayya Levkina
2017. TASK-BASED PRONUNCIATION TEACHING AND RESEARCH. Studies in Second Language Acquisition 39:2  pp. 381 ff. DOI logo
Philp, Jenefer & Laura Gurzynski-Weiss
2020. Chapter 2. On the role of the interlocutor in second language development. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 20 ff. DOI logo
SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER
2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3  pp. 551 ff. DOI logo
Suzuki, Yuichi, Satoko Yokosawa & David Aline
2022. The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax. Language Teaching Research 26:4  pp. 671 ff. DOI logo

This list is based on CrossRef data as of 19 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2017034470 | Marc record