Understanding Interaction in the Second Language Classroom Context
Language: English
Published by Multilingual Matters, GB, 2025
- Softcover
- New
Seller: Rarewaves.com USA, London, London, United KingdomRarewaves.com USA
AbeBooks seller since June 11, 2025
Condition: New
£ 39.45
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Add to basketItem description from seller
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.…
Seller Inventory # LU-9781800410381
- Title
- Understanding Interaction in the Second Language Classroom Context
- Author
- Noriko Iwashita, Phung Dao, Mai Xuan Nhat Chi Nguyen
- Publisher
- Multilingual Matters, GB
- Publication year
- 2025
- Condition
- New
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1800410387
- ISBN 13
- 9781800410381
- Item weight
- 330 grams
- Series
- Book 172 of 179: Second Language Acquisition
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.
"Synopsis" may belong to another edition of this title.
About the Author
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.
"About the title" may belong to another edition of this title.
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