4. Tasks and traditional practice activities in a foreign language context

Mackey, Alison; Fujii, Akiko; Biesenbach-Lucas, Sigrun; Weger-Guntharp, Heather; Jacobsen, Natalia Dolgova; Fogle, Lyn Wright; Lake, Julie B.; Sondermann, Kerstin; Tagarelli, Kaitlyn M.; Tsujita, Mari; Wanatabe, Atsuko; Abbuhl, Rebekha; Kim, Katie

doi:10.1075/lllt.34.07ch4

Cited by 3 publications

(1 citation statement)

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“…However, in contrast, Russell & Spada's (2006) meta-analysis of 15 studies did not find differences between the two settings. Subsequently, Mackey et al (2013) commented that more authentic classroom research is needed – particularly quasi-experimental research, testing the effects of interaction on L2 development.…”

Section: Methodological Issuesmentioning

confidence: 99%

Interaction and instructed second language acquisition

2018

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Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy.

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Section: Methodological Issuesmentioning

confidence: 99%

Interaction and instructed second language acquisition

2018

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Laboratory-Based Oral Corrective Feedback

Loewen¹,

Gass²

2021

The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching

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2. Peer interaction and metacognitive instruction in the EFL classroom

Fujii

Ziegler

Mackey

2016

Language Learning &Amp; Language Teaching

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This chapter examines the effects of metacognitive instruction on the provision and use of interactional opportunities in learner-learner interactions in the task-based EFL classroom. Learners (N = 39) drawn from three intact speaking classes in an intensive academic EFL program were divided into a treatment group and a control group. Learners in both groups completed a pretest and posttest. The treatment group participated in a metacognitive instruction session, which demonstrated to learners the benefits of interactional feedback and presented tips and practice on how to provide feedback to their peers. Overall, findings indicate that metacognitive instruction led to greater provision and use of interactional feedback in subsequent interactions, and that learners recognized the benefits for their second language learning.

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4. Tasks and traditional practice activities in a foreign language context

Cited by 3 publications

References 0 publications

Interaction and instructed second language acquisition

Interaction and instructed second language acquisition

Laboratory-Based Oral Corrective Feedback

2. Peer interaction and metacognitive instruction in the EFL classroom

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