Input, Interaction, and Corrective Feedback in Learning e-book Share Print Price: USD 51.60 + Sales Tax Javascript is required to add products to your basket. Select quantity: Add to cart Educational discount pricing Input, Interaction, and Corrective Feedback in Learning e-book Format: Electronic Text (Kindle, ebooks.com, Apple devices, Kobo, Android, OLF) A study of the role of language input, interaction, and corrective feedback in second-language learning and Second Language Acquisition research. This book describes the processes involved in interaction-driven second language learning and presents a methodological framework for studying them. It provides a comprehensive and up-to date survey of the work on language interaction that has emerged over the past two decades, while also reflecting the recent shift to an exploration of cognitive and social factors in evaluating how interaction works. Part of: Oxford Applied Linguistics ISBN: 978-0-19-442301-4 Price: USD 51.60 + Sales Tax Educational discount pricing K12 schools, college bookstores, and other educational institutions with an Oxford account will receive an educational discount when placing their order through our Customer Service department. Please call Customer Service at 800-542-2442 (8am - 6pm EST, Monday to Friday). You need an Oxford account to receive the discounted price. Contact us Key features Read more... Contents Key features Provides a thorough overview of research in the field of language interaction (an area of growing interest within the field of SLA studies) Makes suggestions for future areas and topics of research Goes into more detail than the typical coverage of second language interaction in introductory courses, textbooks, handbooks, and linguistics encyclopaedias Author is a leading researcher in the field, as well as being expert in second language acquisition research methodology Read more... A study of the role of language input, interaction, and corrective feedback in second-language learning and Second Language Acquisition research. This book describes the processes involved in interaction-driven second language learning and presents a methodological framework for studying them. It provides a comprehensive and up-to date survey of the work on language interaction that has emerged over the past two decades, while also reflecting the recent shift to an exploration of cognitive and social factors in evaluating how interaction works. Contents The book is divided into four parts, each consisting of two chapters. Although there is a clear overall structure to the book, it has been designed so that it it is possible to read each individual chapter independently of the others. PART ONE: Theoretical foundations and methodological approaches 1. 'Introduction to the roles of input, interaction and feedback in L2 learning' - This chapter describes the historical background leading up to what has now become known as the 'interaction approach' and describes some important constructs used in the field. 2. 'Methodology in interaction research' - This chapter describes typical task types and goes on to explore methodological considerations and innovations in interaction research. PART TWO: Contextual and instructional factors and applications in interaction-driven L2 learning 3. 'Classrooms, laboratories and interlocutors' - This chapter discusses classroom versus laboratory studies but also goes beyond this and explores distinctions in classroom orientation, and interlocutors, particularly classroom peers and instructors. 4. 'Tasks and the provision of learning opportunities in interaction' - This chapter includes discussion of the increasingly widely used classroom techniques of task-based language teaching (TBLT) and focus-on-form instruction (FFI). PART THREE: Cognitive and learner differences influencing the interaction-learning relationships 5. 'Learner characteristics: Age and interaction-driven L2 learning' - This chapter focuses on research among children and older adults (age groups previously under-represented in research). 6. 'Cognitive processes: The role of working memory in interaction-driven learning' - This chapter includes discussion of different models of working memory (WM), an overview of WM, and its associated constructs of phonological short-term memory (PSTM) and attention, and suggestions for future research. PART FOUR: Understanding and extending interaction research 7. 'Negotiation, corrective feedback and recasts in SLA' - This chapter looks at the ways in which functions such as deciphering incomprehensible input, receiving negative feedback, being provided with positive evidence, producing modified output, and noticing 'gaps' can help learners restructure their use of the second language. 8. 'Driving interaction research forward' - This concluding chapter explores three particularly important directions for future interaction research: the social, the cognitive, and the pedagogical. The book also includes an extensive bibliography and an index.