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Chapter 13. Look who’s interacting

A scoping review of research involving non-teacher/non-peer interlocutors
  • Laura Gurzynski-Weiss and Luke Plonsky
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Expanding Individual Difference Research in the Interaction Approach
This chapter is in the book Expanding Individual Difference Research in the Interaction Approach

Abstract

Despite the presence of non-teacher/non-peer learner interlocutors in primary (e.g., Gass and Varonis, 1985; M. H. Long, 1983; Varonis & Gass, 1985a, 1985b) and meta-analytic (Li, 2010) studies, and in interactionist theory and review articles (M. H. Long, 1996; Mackey & Goo, 2007), the individual differences (IDs) of these interlocutors have not been an explicit focus of theoretical discussion within the interaction approach. The lack of attention in this area is particularly surprising given how frequently learners interact with individuals who are not peers or teachers. The current scoping review, the final chapter of this volume, addresses this gap by systematically investigating the extent to which non-teacher/non-peer learner interlocutors and their IDs have been considered in empirical studies examining L2 interaction. We also critique the methodology employed to conduct this research, and make recommendations for future studies looking to ensure that the characteristics of all individuals who interact with L2 learners – and have the opportunity to influence L2 learning – are robustly investigated.

Abstract

Despite the presence of non-teacher/non-peer learner interlocutors in primary (e.g., Gass and Varonis, 1985; M. H. Long, 1983; Varonis & Gass, 1985a, 1985b) and meta-analytic (Li, 2010) studies, and in interactionist theory and review articles (M. H. Long, 1996; Mackey & Goo, 2007), the individual differences (IDs) of these interlocutors have not been an explicit focus of theoretical discussion within the interaction approach. The lack of attention in this area is particularly surprising given how frequently learners interact with individuals who are not peers or teachers. The current scoping review, the final chapter of this volume, addresses this gap by systematically investigating the extent to which non-teacher/non-peer learner interlocutors and their IDs have been considered in empirical studies examining L2 interaction. We also critique the methodology employed to conduct this research, and make recommendations for future studies looking to ensure that the characteristics of all individuals who interact with L2 learners – and have the opportunity to influence L2 learning – are robustly investigated.

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
https://doi.org/10.1075/aals.16.13gur

Chapters in this book

  1. Prelim pages i
  2. Table of contents vii
  3. Acknowledgements ix
  4. List of contributors xi
  5. Introduction
  6. Chapter 1. Expanding individual difference research in the interaction approach 3
  7. Learners
  8. Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
  9. Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
  10. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
  11. Chapter 5. Gender and recasts 99
  12. Chapter 6. Interaction and phonetic form in task completion 121
  13. Instructors
  14. Chapter 7. Instructor individual characteristics and L2 interaction 151
  15. Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
  16. Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
  17. Chapter 10. Linguistic variation in instructor provision of oral input 225
  18. Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
  19. Chapter 12. Preservice instructors’ performance on a language learning task 281
  20. Other interlocutors
  21. Chapter 13. Look who’s interacting 305
  22. Index 325
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