Understanding Interaction in the Second Language Classroom Context (Hardcover)

Noriko Iwashita

ISBN 10: 1800410395 / ISBN 13: 9781800410398

Published by Multilingual Matters, 2025

About this Item

Hardcover. 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. 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. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Seller Inventory # 9781800410398

Bibliographic Details

• Title: Understanding Interaction in the Second Language Classroom Context (Hardcover)
• Publisher: Multilingual Matters
• Publication Date: 2025
• Language: English
• ISBN 10: 1800410395
• ISBN 13: 9781800410398
• Binding: Hardcover
• Condition: new

About this title

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 analysis 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.

About the Authors

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 programs, 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.