Interaction and instructed second language acquisition

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,...

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Published inLanguage teaching Vol. 51; no. 3; pp. 285 - 329
Main Authors Loewen, Shawn, Sato, Masatoshi
Format Journal Article
LanguageEnglish
Published Cambridge, UK Cambridge University Press 01.07.2018
Subjects
Classroom communication
Communication (Thought Transfer)
Computer Mediated Communication
Discourse Analysis
Educational activities
Educational technology
Effect Size
Feedback
Hypotheses
Individual Differences
Interaction
Intonation
Language Acquisition
Language Proficiency
Language teaching methods
Literature Reviews
Meta Analysis
Native Speakers
Negotiation
Peer Relationship
Researchers
Second Language Instruction
Second Language Learning
State-of-the-Art Article
Student Improvement
Task Analysis
Teaching
Verbal communication
Vocabulary Development
Online AccessGet full text
ISSN0261-4448
1475-3049
DOI10.1017/S0261444818000125

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Abstract 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.
AbstractList 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.
Author Loewen, Shawn
Sato, Masatoshi
Author_xml – sequence: 1
  givenname: Shawn
  surname: Loewen
  fullname: Loewen, Shawn
  email: loewens@msu.edu
  organization: Michigan State University, Michigan, USA loewens@msu.edu
– sequence: 2
  givenname: Masatoshi
  surname: Sato
  fullname: Sato, Masatoshi
  email: masatoshi.sato@unab.cl
  organization: Universidad Andrés Bello, Santiago, Chile masatoshi.sato@unab.cl
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SHAWN LOEWEN AND MASATOSHI SATO
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Snippet Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and...
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SubjectTerms Classroom communication
Communication (Thought Transfer)
Computer Mediated Communication
Discourse Analysis
Educational activities
Educational technology
Effect Size
Feedback
Hypotheses
Individual Differences
Interaction
Intonation
Language Acquisition
Language Proficiency
Language teaching methods
Literature Reviews
Meta Analysis
Native Speakers
Negotiation
Peer Relationship
Researchers
Second Language Instruction
Second Language Learning
State-of-the-Art Article
Student Improvement
Task Analysis
Teaching
Verbal communication
Vocabulary Development
Title Interaction and instructed second language acquisition
URI https://www.cambridge.org/core/product/identifier/S0261444818000125/type/journal_article
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Volume 51
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