Understanding Interaction in the Second Language Classroom Context - (Second Language Acquisition) (Paperback)

About the Book

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, before discussing pedagogical implications and suggesting teaching activities.

Book Synopsis

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.

Review Quotes

The book, offering accessible strategies supported by theory and data, makes a strong case for integrating linguistic and sociocultural development into the classroom. By doing so, it contributes meaningfully to discussions of language diversity, social justice, and equity in education, which aligns closely with GALE's mission to support inclusive teaching and equity in professional practice.

This book will be invaluable for language educators and researchers alike. Iwashita, Dao, and Nguyen have achieved a comprehensive yet accessible synthesis of contemporary research into interaction for classroom-based L2 learning. They excel in their cutting-edge coverage of theories and studies across a wealth of classroom contexts. A masterpiece and a must-read!

This exciting new book on instructed second language acquisition by Iwashita, Dao and Nguyen provides a comprehensive review of this field, outlining the 'big picture' of how interaction in the classroom affects the language learning process. It is inclusive of different theoretical positions, outlining a range of contexts and research methodologies, and unusually, including accounts of research within the affective domain (e.g. teacher beliefs and learner engagement).

This text provides an excellent overview of (instructed) second language acquisition research of the last several decades. The authors thoroughly explain key theoretical concepts and results of some of the most significant empirical investigations in second language acquisition. Each chapter is very clearly organized and follows a standard structure that is easy to follow. While structured as a unified volume, most of the chapters could easily standalone as supplemental readings to introduce young researchers and teachers to new and important concepts in language acquisition and language teaching.

About the Author

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.