Chapter 7. Instructor individual characteristics and L2 interaction
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Laura Gurzynski-Weiss
Abstract
This chapter opens the second section of the volume, which focuses on second and foreign language (L2) instructors. After defining the research domain of instructor individual characteristics, the chapter provides an overview of the role(s) of the instructor situated within the interaction approach (Gass & Mackey, 2015). It then examines how instructor individual characteristics may influence the L2 interaction-based learning opportunities instructors provide to learners, focusing on those most relevant for the framework- namely, comprehensible input, usable feedback and negotiation for meaning, opportunities to interact within meaning-based and appropriately complex tasks and task sequences, and opportunities to produce output, including modified output. Alongside this theoretical discussion, the chapter provides a critical and state-of-the-art review of studies that have examined instructor characteristics within this framework and demonstrates how instructor individual characteristics play an important role in L2 interaction-based learning opportunities. It concludes with considerations of how instructor individual characteristics undoubtedly interact with learner individual differences and contextual factors and outlines promising areas for future research on instructor individual characteristics within and beyond the interaction approach.
Abstract
This chapter opens the second section of the volume, which focuses on second and foreign language (L2) instructors. After defining the research domain of instructor individual characteristics, the chapter provides an overview of the role(s) of the instructor situated within the interaction approach (Gass & Mackey, 2015). It then examines how instructor individual characteristics may influence the L2 interaction-based learning opportunities instructors provide to learners, focusing on those most relevant for the framework- namely, comprehensible input, usable feedback and negotiation for meaning, opportunities to interact within meaning-based and appropriately complex tasks and task sequences, and opportunities to produce output, including modified output. Alongside this theoretical discussion, the chapter provides a critical and state-of-the-art review of studies that have examined instructor characteristics within this framework and demonstrates how instructor individual characteristics play an important role in L2 interaction-based learning opportunities. It concludes with considerations of how instructor individual characteristics undoubtedly interact with learner individual differences and contextual factors and outlines promising areas for future research on instructor individual characteristics within and beyond the interaction approach.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
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Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
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Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
