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Input for the Second Language Classroom: Some Innovations and Insights
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L2 Incidental Vocabulary Acquisition Through Extensive Listening to Podcasts
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Examining the Intersection between Task-Based Learning and Technology
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Applying L2 Vocabulary Research Findings to Classroom Teaching
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9 |
An Interview with APPLE Lecture Speaker Professor James Paul Gee
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Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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Enhancing the Role of Meaning in the L2 Classroom: A Cognitive Linguistics Perspective
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Introduction: Why Should Second/Foreign Language Teachers Tune In To Instructed SLA?
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Abstract:
Born in the late 1960s, second language acquisition (SLA) is a field of study that addresses how non-native languages are learned, either in naturalistic or instructed settings. As a “burgeoning subdomain” of SLA (Ortega, 2013, p. 5) that emerged in the 1980s, instructed second language acquisition (ISLA) focuses on the latter, attempting to unveil the effects of instructional intervention, i.e., second language (L2) pedagogy, on the process of L2 learning. As such, a rich body of theoretical and empirical works that bears direct relevance to the L2 classroom constitutes ISLA, distinguishing it from related sub-domains within the more general discipline of second language acquisition.
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Keyword:
Applied linguistics; Language and education; Second language acquisition--Study and teaching
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URL: https://doi.org/10.7916/D8W96N3P
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Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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Approaching Grammar Instruction with a Form-Meaning-Function Perspective
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Rater Cognition in L2 Speaking Assessment: A Review of the Literature
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Invoking Membership Categories Through Marked Person Reference Forms in Parent-Child Interaction
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