Learning a Second Language Through Interaction
John Benjamins Publishing, Jan 1, 1999 - Language Arts & Disciplines - 285 pages
This book examines different theoretical perspectives on the role that interaction plays in second language acquisition. The principal perspectives are those afforded by the Interaction Hypothesis, Socio-Cultural Theory and the Levels of Processing model. Interaction is, therefore, defined broadly; it is seen as involving both intermental and intramental activity. The theoretical perspectives are explored empirically in a series of studies which investigate the relationship between aspects of interaction and second language acquisition. A number of these studies consider the effects of interaction on the acquisition of vocabulary (word meanings) by both adult and child L2 learners. In addition, the effects of language aptitude on input processing are considered. Further studies consider the contribution that interaction makes to the acquisition of grammatical knowledge. These studies provide clear evidence that social and intermental interaction are major forces in the acquisition of an L2. Finally, the book, considers a number of pedagogic specifications. In particular, the importance of discourse control as a means of learners' obtaining the quality of interaction likely to foster acquisition is discussed.
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Theoretical Perspectives on Interaction and Language Learning
Modified Input and the Acquisition of Word meanings
Modified Output and the Acquisition of Word Meanings
Modified Input Language Aptitude and the Acquisition of Word
Learning Vocabulary Through Interacting With a Written Text
Interaction and Grammar Learning
Other editions - View all
ability achieved acquire acquisition of word activity ANOVA Chapter Three classroom communicative language teaching comprehensible input comprehension scores context control group correlations Descriptive statistics effects Ellis English experimental group explicit knowledge factors fast mapping focussed Follow-up Test grammar task IM group Interaction Hypothesis interactionally modified group interactionally modified input interlanguage involved Japanese kind knowledge Krashen L2 acquisition L2 learners language acquisition language aptitude language learning lexical items linguistic matrix picture meaning negotiation measures MLAT modified output group native speakers negotiation of meaning negotiation sequences opportunity oral input participation Pica PLAB PM group Post Post-test pre-test premodified group private speech processing produce proficiency reading relationship research question Rod Ellis role Saitama Study second language second language acquisition sentence statistically significant studies reported subjects suggests Table target items target words teacher three groups Tokyo Study treatment variables vocabulary acquisition scores vocabulary learning word meanings