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Part of
Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[
Language Learning & Language Teaching
52] 2019
► pp.
217
–
220
◄
previous
Words for Index
A
academic writing
191
Advanced Guiraud
see Guiraud
agreements
58–59, 61, 64–67, 78
Arabic
112, 179, 185–189, 193
authentic input
35–36, 53–54, 56–58, 60, 69, 75–76, 78, 95, 97, 99–100, 102, 104, 108–109, 120, 128–129, 148, 150–151, 157–158, 163, 176–177, 196, 203, 211
authentic materials
56–57
awareness
3, 7, 11, 27, 34, 39, 44–45, 58–59, 157, 184, 205
C
CALL
6–7, 155–158, 160, 162, 174–176, 204–205, 207
Chinese
3, 33, 85, 109, 112, , 186–187, 189, 193–194
classroom experiments
4
classroom research
2, 4, 7, 31, 48, 50, 122, 145
classroom-based research
6–49, 122
cognitive processes
34, 155, 157–160, 167, 170, 174–175, 204
collaboration, peer
see peer collaboration
collaboration, teacher
see teacher collaboration
communicative tasks
2, 84
cooperative learning
21
corpus
7, 9, 12–14, 18–20, 55–59, 64, 69, 72–81, 179–181, 184–186, 203, 205–207, 209
corpus searches
5, 55–59, 69, 72–74, 76, 207
corpus-based materials
55–56, 58–59, 69, 73, 76, 205–206
corrective feedback
5–7, 17, 31, 35, 44, 112–113, 122–126, 150, 163, 203–205, 208, 210
curriculum
35, 47,156–158, 160, 181, 184–185, 196–197
curricular approach
55–158
D
deductive instruction/information
6–7, 127–178, 205
deductive learning
3, 140
depth of processing
2, 155, 157, 161–178
depth, lexical
see lexical depth
derivation
181, 194, 196–198
descriptive
91–93, 142, 168, 190, 201–202, 204–207
descriptive research
25, 142, 201–214
descriptive statistics
91–93, 168, 188, 190
disagreements
58–79
E
ecological validity
2, 5–6, 9–10, 24–26, 31, 46–47, 49–50, 83, 97–99, 122, 130, 143, 145, 148, 180, 202–204, 206–207, 212
ecologically valid
4, 99, 122, 206, 214
EFL
9, 13, 31, 35, 202–203
elementary (or primary) school
2–13, 202
elicited imitation test (EIT)
85, 100
English relative clauses
107–116, 120
enhancement
3, 69
ethics
4–6, 26, 144, 201, 207–208
e-tutors
156–157
experimental
3, 7, 23, 25–27, 34, 47–50, 64, 69, 73, 76–77, 85, 87, 91–94, 99, 122, 127, 130–131, 133, 136, 138–139, 141–144, 156, 161–162, 164, 167, 169, 175–176, 179–180, 184, 192, 194–195, 201–214
experimental control
2, 5–7, 10, 47, 73, 76, 194, 201, 210
experimental instruction/teaching
55, 73
experimental research
2, 122, 141–142, 180, 184, 201, 205, 207–210, 212–214
experimental study
9, 27, 83–84, 122, 144, 148, 180, 194, 201–202, 204, 206–212
quasi-experimental
see quasi-experimental
explicit deductive
7, 127–130, 142, 147, 205
explicit feedback
see feedback
explicit instruction
3–86, 94, 96–97, 100, 111, 121, 123, 157, 204–205
explicit knowledge
see implicit vs. explicit knowledge
explicit learning
see implicit vs. explicit learning
F
feedback
9–10, 24, 43–44, 77, 85, 107–126, 129, 135, 145, 159, 161–163, 171–172, 174–176, 180, 184, 203–205
corrective feedback
3, 5–7, 17, 31–32, 35, 38, 43–44, 113, 123, 203–205, 208, 210
explicit feedback
121
implicit feedback
5, 32, 31–54
form-meaning mapping
97, 108, 128, 148, 183
French
3–4, 7, 13, 17, 23, 27, 34,112, 128–129
G
generalizability
1, 2, 5–7, 9–11, 26, 47, 50, 55, 73, 78,122, 147–148,156, 201, 203, 207, 211–213
grammaticality judgment test (GJT)
5, 85, 100, 113
group work
9–30, 57–60, 62, 76–78
guided induction
155–156, 158, 176, 178
Guiraud
79, 182, 187–188, 190–192
advanced Guiraud
182, 187, 190
H
hybridization
155
I
Implicit vs. explicit knowledge
explicit knowledge
6, 36, 84–86, 88, 90, 94–96, 98–100, 130, 148, 204
Implicit knowledge
85–86
implicit vs. explicit learning
3
explicit learning
3, 156–158
implicit learning
158
implicit feedback
see feedback
incidental learning
see intentional vs. incidental learning
individual differences
2–3, 32, 47, 49, 196, 199, 211, 214–215
input, authentic
see authentic input
input, structured
see structured input
intensive English Program
7, 13, 22–25, 57, 63, 75, 78, 112, 179–200, 202–204, 209–210, 212
intentional vs. incidental learning
3, 158
Incidental learning/acquisition
97–98, 158
ISLA
1–7, 51–52, 155–158, 162, 175, 201–214
K
Korean
3, 6, 112, 179, 186–189, 193, 195–196
L
laboratory conditions/context/setting
3, 6, 11, 109, 121
laboratory experiments/studies/research
1–4, 6, 50, 97, 110, 122
language proficiency
107, 111–113, 117–122, 186
Language-related episodes (LREs)
Language-related episodes
9, 15, 202
LREs
9–13, 16–27, 202
lemma
181
lexical depth
181, 183
lexical diversity
181–183, 185, 187, 190–193, 195, 197
lexical quality
185, 195–197, 199
lexical sophistication
179, 181–183, 185, 192–193, 197
linguistic target, see target, linguistic
M
Materials, authentic, see authentic materials
meaning-focused interaction
18, 108
meta-analysis
7, 33,177–178, 101, 156
metacognition
32–34, 45,157, 159, 167, 170–171, 174
metacognitive knowledge
2–34, 39, 45, 50, 54
metacognitive instruction
5, 31–33, 35, 39, 45, 51, 53, 203
metalinguistic explanation
83–103
metalinguistic information
12, 83, 128, 130, 204
metalinguistic knowledge
6, 95, 97
methodological rigor
175, 201–215
modified output
108, 120
N
negative evidence
32–33, 108, 120, 123
noticing
26, 32–33, 39, 56–61, 72–74, 76–77, 95
O
observational design
10, 16
observational research
5, 9, 142, 202, 204, 207
observational studies
4, 27, 201–202, 207
P
pair work
9–30, 60–61
particularizable/ particularizability
213–214
past counterfactual conditional
88–93, 95, 98
pedagogical relevance
5–6, 10–11, 24, 27, 32, 83,107, 121–22, 142, 144, 180, 201–215
peer collaboration
15, 23
perceptual saliency
33, 37, 42, 44, 173
picture-cued oral production tasks
23, 107, 113–115, 135, 204
positive evidence
32,108–109, 120, 123
pragmatic routines
55–81, 203
pragmatics
6–7, 55–81, 203, 205, 209–211
presentation–practice–production (PPP)
83–84, 86
processing instruction
128
processing strategies
128, 131
prompts
6, 44, 51–52, 69, 71, 107–112, 114, 116–121, 123–125, 159
Q
quasi-experimental
4–5, 7, 31–54, 201–215
R
recasts
6,10, 33, 36, 38–39, 42, 44, 102, 107–126
referential structured input
128
relevance
see pedagogical relevance
research cycle
202
research loop
4
research ethics
see ethics
research methodology,
5, 143
S
self-regulation
11, 31, 34
self-regulated learning
34
self-repair
27, 95, 108, 114
skill-learning perspective
33
skill-learning theory
83
skill acquisition theory
6, 39, 84, 96
Spanish para/por
161–178
Spanish subjunctive
128–129, 147
speech acts
6, 55–81
structured input
128
survey
2–4, 56
T
target
target, linguistic
32–33, 37, 42–43, 53, 85–88, 94, 96–97, 140
target form
84, 95–96, 108, 114, 123, 164, 174,
target structure
33, 36–38, 40, 43, 86, 94, 97–100, 107, 109–111, 113–114, 121–123, 128–135, 143, 147, 159–160
teacher collaboration
5, 7, 26, 28, 55, 73, 77, 201, 210
teacher training
21, 38–39, 43–45, 47, 50, 203, 212
think-aloud protocols
159, 166–167, 173–176
transfer-appropriate processing (TAP)
84, 99
U
uptake
6, 107–126
V
videogames
155–156, 158–162, 171–176, 204, 207
vocabulary
3, 7, 12, 15, 18–22, 24–25, 27, 56, 72, 134, 171, 179–181, 183–185, 188, 194–199, 202, 205–206, 209–210
vocD
179–200
y
young language learners
4, 12, 22–23, 26