Evidence-Based Second Language Pedagogy

<p><em>Evidence-Based Second Language Pedagogy</em> is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in <i>The Routledge Handbook of Instructed Second Language Acquisition </i>(2017), studies in this volume are organized according to the key components of ISLA: types of instruction, learning processes, learning outcomes, and learner and teacher psychology. The volume responds to pedagogical needs in different L2 teaching and learning settings by including a variety of theoretical frameworks (sociological, psychological, sociocultural, and cognitive), methodologies (qualitative and quantitative), target languages (English, Spanish, and Mandarin), modes of instruction (face-to-face and computer-mediated), targets of instruction (speaking, writing, listening, motivation, and professional development), and instructional settings (second language, foreign language, and heritage language). A novel synthesis of research in the rapidly growing field of ISLA that also covers effective research-based teaching strategies, <i>Evidence-Based Second Language Pedagogy</i> is the ideal resource for researchers, practitioners, and graduate students in SLA, applied linguistics, and TESOL. </p> <p><b>Chapter 1</b></p><p>Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical Recommendations</p><p>Masatoshi Sato & Shawn Loewen</p><p>Part I</p><p>A Focus on Instruction</p><p>Chapter 2</p><p>Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher Education</p><p>James P. Lantolf & Olga Esteve</p><p>Chapter 3</p><p>Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics Instruction</p><p>Kathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle Swanson</p><p>Chapter 4</p><p>Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational Study</p><p>Rhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan Pan</p><p>Part II</p><p>A Focus on Learning Processes</p><p>Chapter 5</p><p>Collaborative Prewriting Discussions and ESL Students’ Vocabulary Development: LREs and Depth of Engagement </p><p>Kim McDonough & Teresa Hernández González</p><p>Chapter 6</p><p>Peer Feedback: An Activity Theory Perspective on Givers and Receivers’ Stances</p><p>Neomy Storch & Khaled Aldossary</p><p>Chapter 7</p><p>The Role of Peers in Young Learners’ English Learning: A Longitudinal Case Study in China</p><p>Yuko Goto Butler & Yeting Liu</p><p>Chapter 8</p><p>The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar Instruction</p><p>Shaofeng Li & Mengxia Fu</p><p>Part III</p><p>A Focus on Learning Outcomes</p><p>Chapter 9</p><p>Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers’ Classroom-Based and Homework Interactions</p><p>Marije Michel & Laura Stiefenhöfer</p><p>Chapter 10</p><p>What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing?</p><p>Melissa A. Bowles & Adrian Bello-Uriarte</p><p>Chapter 11</p><p>The Effect of Input Characteristics on Students’ Perception of Task Difficulty and Their Comprehension of Authentic Listening Tasks<em>YouJin Kim & Kátia Monteiro </em></p><p>Part IV</p><p>A Focus on Learner and Teacher Psychology</p><p>Chapter 12</p><p>The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and Anxiety</p><p>Jean-Marc Dewaele & Peter MacIntyre</p><p>Chapter 13</p><p>Interaction Vision Intervention to Increase Second Language Motivation: A Classroom Study</p><p>Masatoshi Sato & Pamela Lara</p><p>Chapter 14</p><p>The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in Hungary</p><p>Kata Csizér</p>