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.
Edited by:
Masatoshi Sato,
Shawn Loewen
Imprint: Routledge
Country of Publication: United States
Dimensions:
Height: 229mm,
Width: 152mm,
Weight: 494g
ISBN: 9780815392538
ISBN 10: 0815392532
Pages: 338
Publication Date: 29 May 2019
Audience:
College/higher education
,
General/trade
,
Primary
,
ELT Advanced
Format: Paperback
Publisher's Status: Active
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 Hernández González 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 Stiefenhöfer 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 & Kátia 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 Csizér
Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile. Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.
Reviews for Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies
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.
