Second Language Interaction in Diverse Educational Contexts

ORCID logoKim McDonough | Concordia University
Alison Mackey | Georgetown University
ISBN 9789027213099 | EUR 99.00 | USD 149.00
ISBN 9789027213105 | EUR 36.00 | USD 54.00
ISBN 9789027272348 | EUR 99.00/36.00*
| USD 149.00/54.00*
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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).
[Language Learning & Language Teaching, 34] 2013.  xiv, 318 pp.
Publishing status: Available
Table of Contents
“The volume makes a significant contribution to the literature in two ways. First, as the editors of the book point out, each chapter points out a gap in the existing literature, a topic that has not yet been explored, or uses a new experimental methodology to deal with a long-standing issue. [...] Another positive feature of the volume is its wide range of content scope and rich variety of experimental and data analysis methods used. At the same time, it is still easy to identify a coherent theme within the sections, each of which contains four to six chapters. [...] Overall, the novelty in several studies and the variety of experimental approaches adopted in different chapters encourage scholars familiar with the “interaction” tradition to consider this concept in new ways. Finally, due to the background information provided, the volume can also be a useful resource for researchers and teachers who are relatively new to the subject of interactional studies in SLA.”
“I commend the editors for bringing together such diverse and methodologically sound studies, all examining L2 interaction from very different perspectives. This book is a valuable resource for scholars interested in L2 interaction. Potentially, this book could be used for graduate courses on L2 interaction or even for a course that provides an overview of the broad variety of SLA research. This volume is certain to provide inspiration for more—particularly more diverse—research on L2 interaction, and it should motivate follow-up and replication research.”
“Many ideas can be extracted from the book for future studies as the need for improvement or further research is clearly verbalized in all the chapters. Therefore, L2 teachers willing to take a further step in interaction issues will find the volume helpful as it will easily show them the gaps where further action is needed in order to help language students be more proficient in their career development and life
by means of being able to communicate proficiently in their own settings.
Cited by

Cited by 15 other publications

Bygate, Martin
2016. TBLT through the lens of applied linguistics. ITL - International Journal of Applied Linguistics 167:1  pp. 3 ff. DOI logo
Bygate, Martin
Bygate, Martin
2020. Some directions for the possible survival of TBLT as a real world project. Language Teaching 53:3  pp. 275 ff. DOI logo
Collante-Caiafa, CarmenCarmen Elena, Diznerys Quiroz-Lara, Keiby Caro-Oviedo & Nuar Villalba-Villadiego
2020. Factors generating reluctance in the oral participation in an english class . Educación y Humanismo 22:39 DOI logo
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Goo, Jaemyung & Alison Mackey
2013. THE CASE FOR METHODOLOGICAL RIGOR. Studies in Second Language Acquisition 35:1 DOI logo
Haser, Verena, Anita Auer, Bert Botma, Beáta Gyuris, Kathryn Allan, Mackenzie Kerby, Lieselotte Anderwald, Alexander Kautzsch, Maja Miličević, Tihana Kraš & Marcus Callies
2015. IEnglish Language. The Year's Work in English Studies 94:1  pp. 1 ff. DOI logo
Hsu, Hsiu-Chen
Mackey, Alison
2020. Interaction, Feedback and Task Research in Second Language Learning, DOI logo
Martin‐Beltrán, Melinda, Andrés A. García & Angélica Montoya‐Ávila
2020. “I Know There's Something Like That in Spanish”: Heritage Language Learners' Multifaceted Interactions with Linguistically Diverse Peers. International Journal of Applied Linguistics 30:3  pp. 530 ff. DOI logo
Mifka-Profozic, Nadia
2023. Interactive Alignment in L2 Learning: The Link between Social Interaction and Psycholinguistic Phenomena. Education Sciences 13:8  pp. 792 ff. DOI logo
Pawlak, Miroslaw
2020. Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance. In Cross-theoretical Explorations of Interlocutors and their Individual Differences [Language Learning & Language Teaching, 53],  pp. 52 ff. DOI logo
Pérez-Vidal, Carmen
2014. Chapter 2. Study abroad and formal instruction contrasted. In Language Acquisition in Study Abroad and Formal Instruction Contexts [AILA Applied Linguistics Series, 13],  pp. 17 ff. DOI logo
Riestenberg, Katherine J.
2020. Meaningful interaction and affordances for language learning at a Zapotec revitalisation programme. The Language Learning Journal 48:3  pp. 316 ff. DOI logo
Youn, Soo Jung
2020. Interactional Features of L2 Pragmatic Interaction in Role‐Play Speaking Assessment. TESOL Quarterly 54:1  pp. 201 ff. DOI logo

This list is based on CrossRef data as of 14 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.


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CFDC: Language acquisition

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U.S. Library of Congress Control Number:  2012044698 | Marc record