Language acquisition in foreign language contexts and the differential benefits of interaction
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Jenefer Philp
Abstract
This paper specifically focuses on the findings of research on interaction in foreign language contexts in which time and L2 input are both limited. Although theoretical work on the relationship between interaction and second language development has placed great emphasis on the benefits of input, feedback and modified output when they arise from meaningful communication between learners in L2 settings, these aspects have not been greatly considered in a range of FL contexts. The authors argue for the need for further research on the nature and outcomes of interaction in this setting, and particularly on how interactional features and effects differ according to instructional context. Such research needs to explore the extent to which interaction facilitates L2 development in contexts where target-like input and opportunities for interaction are greatly limited.
©Walter de Gruyter
Artikel in diesem Heft
- Introduction
- Language acquisition in foreign language contexts and the differential benefits of interaction
- Interactional feedback in learner-learner interactions in a task-based EFL classroom
- The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language
- Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool
- Focus on form, learner uptake and subsequent lexical gains in learners' oral production
- Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
- External reviewers
- Index of articles in Volume 47 (2009)
Artikel in diesem Heft
- Introduction
- Language acquisition in foreign language contexts and the differential benefits of interaction
- Interactional feedback in learner-learner interactions in a task-based EFL classroom
- The relative efficacy of explicit and implicit feedback in the learning of a less-commonly-taught foreign language
- Oral interaction in task-based EFL learning: The use of the L1 as a cognitive tool
- Focus on form, learner uptake and subsequent lexical gains in learners' oral production
- Manipulating cognitive complexity across task types and its impact on learners' interaction during oral performance
- External reviewers
- Index of articles in Volume 47 (2009)
