| Description |
1 online resource (xii, 270 pages) |
| Series |
Language Learning & Language Teaching ; volume 53 |
|
Language learning and language teaching ; 53.
|
| Contents |
Introducing cross-theoretical explorations of interlocutors and their individual differences / Laura Gurzynski-Weiss -- On the role of the interlocutor in second language development : a cognitive-interactionist approach / Jenefer Philp and Laura Gurzynski-Weiss -- The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance / Miroslaw Pawlak -- ĨYou> & ĨMe : the hidden other in L2 development / James P. Lantolf -- Interlocutor differences and the role of social others in a Spanish peer tutoring context / Michele Back -- Variationist perspective(s) on interlocutor individual differences / Kimberly L. Geeslin -- Examining the role of instructor first language in classroom-based oral input / Avizia Yim Long and Kimberly L. Geeslin -- Complexity theory : relational systems in interaction and in interlocutor differences in second language development / Diane Larsen-Freeman -- The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad / Ellen Johnson Serafini -- Synthesizing cross-theoretical explorations of interlocutors and their individual differences / Laura Gurzynski-Weiss |
| Summary |
"Cross-theoretical Examinations of Interlocutors and their Individual Differences examines interlocutors and their individual differences from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complexity theory. Each section explores what role(s) these individuals have, assesses how their theorized IDs influence L2 learning opportunities and processes, and provides empirical examples of how such research may be robustly undertaken within each framework. The concluding chapter synthesizes the theoretical overviews and empirical studies, highlighting connections across approaches and outlining robust steps for future research. Collectively, the chapters in this edited volume provide an opportunity to address the relationship(s) between interaction among interlocutors (however theorized), and to shed light on how these individuals have the potential to impact the central concern of second language acquisition, L2 development. To maximize readability and impact, the chapters follow the same organizing questions, inviting the engagement of L2 researchers, students, and teachers alike"-- Provided by publisher |
| Bibliography |
Includes bibliographical references and index |
| Notes |
Description based on online resource; title from digital title page (viewed on April 14, 2020) |
| Subject |
Second language acquisition.
|
|
Interaction analysis in education.
|
|
Language and languages -- Study and teaching.
|
|
Second language acquisition
|
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Language and languages -- Study and teaching
|
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Interaction analysis in education
|
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Language and languages
|
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Linguistics
|
| Form |
Electronic book
|
| Author |
Gurzynski-Weiss, Laura, editor
|
| LC no. |
2019049833 |
| ISBN |
9789027261618 |
|
902726161X |
|
