Understanding Interaction in the Second Language Classroom Context

Noriko Iwashita, Phung Dao, Mai Xuan Nhat Chi Nguyen

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English

Multilingual Matters
07 March 2025

Language acquisition; Language teaching theory & methods; Teacher training; Teaching skills & techniques

Series: Second Language Acquisition

This book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how conversational interaction may promote L2 processing and learning), sociocultural (which assumes that cognitive advances are located within social interaction) and language socialisation (which examines how learners position themselves and are positioned in social interaction, and how they establish their membership in the target language community). They go on to critically examine how findings from this research can be applied to classroom practice in diverse L2 settings; they then provide pedagogical implications and suggested teaching activities to support L2 teachers and teacher educators in harnessing the benefits of classroom interaction for L2 learning.

By: Noriko Iwashita, Phung Dao, Mai Xuan Nhat Chi Nguyen
Imprint: Multilingual Matters
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm, Spine: 14mm
Weight: 500g
ISBN: 9781800410398
ISBN 10: 1800410395
Series: Second Language Acquisition
Pages: 220
Publication Date: 07 March 2025
Audience: College/higher education , Further / Higher Education
Format: Hardback
Publisher's Status: Active

Chapter 1. An Introduction Chapter 2. Interaction in Classroom Settings: A Theoretical Account Chapter 3. Second Language Instruction and Classroom Interaction Chapter 4. Input and Output in Classroom Interaction Chapter 5. A Role of Corrective Feedback for SLA Chapter 6. Peer Interaction in Instructed Settings Chapter 7. Technology-Enhanced Classroom Interaction Chapter 8. Learner Engagement in Classroom Interaction Chapter 9. L1 in Classroom Interaction and SLA Chapter 10. Learner and Teacher Beliefs About Classroom Interaction Chapter 11. Language Socialisation and Ethnography in the L2 Classroom Chapter 12. Reflections and Thinking Ahead Concluding Remarks Addendum - Classroom Teaching Activities

Noriko Iwashita is an Associate Professor in Applied Linguistics at The University of Queensland, Australia. Her research interests are in classroom-based research – teaching, learning and assessment, interaction driven research and the interface of SLA and Language Assessment. Phung Dao is Assistant Professor in Second Language Education at the University of Cambridge, UK. His research interests include instructed second language acquisition, technology for language teaching and learning, peer interaction, learner engagement, Task-Based Language Teaching, L2 pedagogy and L2 teacher education. Mai Xuan Nhat Chi Nguyen is a Senior Lecturer in Applied Linguistics and TESOL at Manchester Metropolitan University, UK. Her research interests include L2 teacher identity, teachers' research engagement both within and beyond teacher education programmes, instructed second language acquisition (ISLA), and Teaching English as an International Language (EIL), with a specific focus on Asian varieties of English and EIL-aware pedagogy.

Reviews for Understanding Interaction in the Second Language Classroom Context

This book will be invaluable for language educators and researchers alike. Iwashita, Dao, and Nguyen have achieved a comprehensive yet accessible synthesis of contemporary research into interaction for classroom-based L2 learning.They excel in their cutting-edge coverage of theories and studies across a wealth of classroom contexts. A masterpiece and a must-read! * Lourdes Ortega, Georgetown University, USA * This exciting new book on instructed second language acquisition by Iwashita, Dao and Nguyen provides a comprehensive review of this field, outlining the ‘big-picture’ of how interaction in the classroom affects the language learning process. It is inclusive of different theoretical positions, outlining a range of contexts and research methodologies, and unusually, including accounts of research within the affective domain (e.g. teacher beliefs and learner engagement). * Rhonda Oliver, Curtin University, Australia *