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This concluding chapter begins by providing a preliminary summary of the most important emerging research issues and questions that were identified by writers within the Research Methodology and Assessment section, and within each of the six Traditions in this volume. It also identifies issues that were implied or not addressed within each Tradition as and when appropriate. From this summary, a synthesis...
This chapter introduces the themes that constitute this book, which is written by and for educators and applied linguists who wish to get a comparative overview of research on classroom discourse and interaction. The book is concerned with both language learning and use, and how these domains of language are co‐involved in understanding everything that routinely happens in language classrooms. More...
The interactionist approach to second language acquisition (SLA) is premised on the notion that conversational modifications that take place during interaction promote second language development. Specifically, interaction allows for comprehensible input, interactional feedback, and opportunities for negotiation for meaning (Gass & Mackey 2007; Long 1996). Solid empirical support for these claims...
This chapter first reviews observational research conducted in second and foreign language classrooms that has identified various types of oral corrective feedback that teachers provide in response to learner errors. The chapter then reviews the relative effectiveness of the different types of corrective feedback as attested by quasi‐experimental classroom research. Next, a range of variables that...
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