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.
Table of Contents:
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
About the Author :
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.
Review :
"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.
