Understanding Interaction in the Second Language Classroom Context

Mai Xuan Nhat Chi Nguyen

ISBN 10: 1800410387 / ISBN 13: 9781800410381

Editore: Multilingual Matters, 2025

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nach der Bestellung gedruckt Neuware - Printed after ordering - 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.

Codice articolo 9781800410381

Dati bibliografici

• Titolo: Understanding Interaction in the Second Language Classroom Context
• Editore: Multilingual Matters
• Data di pubblicazione: 2025
• Lingua: Inglese
• ISBN 10: 1800410387
• ISBN 13: 9781800410381
• Rilegatura: Taschenbuch
• Condizione: Neu
• Dimensioni: 234 L x 156 A x 13 P (millimetri) 234 millimetri di larghezza per 156 millimetri di altezza per 13 millimetri di profondità
• Peso: 360 grammi

Descrizione articolo

Riassunto

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.

Informazioni sull'autore

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.