Interaction, feedback and task research in second language learning: methods and design
"The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies,...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Buch |
| Sprache: | English |
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New York
Cambridge University Press
2020
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Zusammenfassung: | "The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research. Alison Mackey is a leading international expert in input, interaction and feedback in L2 learning, and in L2 research methodology. She has published 16 books (one of which won the MLA's Mildenburger prize) and 100+ articles in these areas. At Georgetown University, where she is Professor of Linguistics, she has received both The President's Award for Distinguished Scholar Teachers and The Provost's Career Research Award"-- |
| Beschreibung: | XVIII, 249 Seiten Illustrationen, Diagramme |
| ISBN: | 9781108499637 1108499635 9781108731027 1108731023 |
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| 505 | 8 | |a 1. Theory and approaches in research into interaction, corrective feedback, and tasks in L2 learning -- 2. Designing studies of the roles of interaction, feedback and tasks in second language learning -- 3. How to investigate individual differences in interaction, feedback and task studies: Aptitude, working memory, cognitive creativity and new findings in L2 learning -- 4. Collecting introspective data in interaction, feedback and task research -- 5. Creating and using surveys, interviews and mixed methods for research into interaction, corrective feedback, tasks and L2 learning -- 6. Doing meta-analytic and synthetic research on interaction, feedback, tasks, and L2 learning -- 7. Investigating interaction,feedback and tasks and L2 learning in instructional settings -- 8. Choosing and using eye-tracking, imaging and prompted production measures to investigate interaction, feedback and tasks in L2 learning -- 9. Working with data in interaction, feedback and task research -- 10. Common problems, pitfalls and how to address them in research on interaction, corrective feedback, and tasks in L2 learning -- Summary -- Glossary -- References -- Author index -- Subject index | |
| 520 | |a "The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research. Alison Mackey is a leading international expert in input, interaction and feedback in L2 learning, and in L2 research methodology. She has published 16 books (one of which won the MLA's Mildenburger prize) and 100+ articles in these areas. At Georgetown University, where she is Professor of Linguistics, she has received both The President's Award for Distinguished Scholar Teachers and The Provost's Career Research Award"-- | ||
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| 650 | 4 | |a Language and languages / Study and teaching | |
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| adam_text | Contents List of Figures List of Tables Preface page xii xiii xv 1 Theory and Approaches in Research into Interaction, Corrective Feedback, and Tasks 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 inL2Learning The Scope of This Book and the Inclusion ofNew Data Theoretical Background Interaction Research Open Research Areas in Interaction Corrective Feedback Research Open Research Areas in Corrective Feedback Task-Based Research Open Research Areas in TBLT Conclusions 1 4 5 6 11 12 18 19 25 25 2 Designing Studies of the Roles of Interaction, Feedback, and Tasks in SecondLanguageLearning 2.1 Introduction 2.2 Research Questions 2.3 Different Approaches in Interaction, Feedback, and Task Research 2.4 How Do We Come Up with Research Questions and Hypotheses in Interaction, Feedback, and Task Research? 2.5 Where Do Research Questions Come From? 2.6 Longitudinal Research 2.7 Looking for Gaps in the Literature 2.8 Finding Questions in Your Own Contexts 2.9 Online Contexts and Social Media 2.10 How Do We Know If Our Studies Are Feasible? 2.11 Thinking about Interaction, Feedback, and Task-Based Research: What Are Hypotheses? What Are Predictions? 2.12 Open Science: Materials and Data in the Interaction, Feedback, and Task Areas 2.13 Examples of Research Questions and Hypotheses 27 27 27 28 33 35 37 38 39 41 42 43 44 45
VIII Contents 2.14 Replication Studies in Research on Interaction, Feedback, and Tasks in Language Learning 2.15 IRIS: A Source of Instruments for Interaction, Feedback, and Task Research 2.16 What Are the Difficult Parts about Doing Replications in SLA/Interaction? 2.17 What Are the Areas of Interaction, Feedback, and Task Research Where Replication Studies Would Be Helpful? 47 49 50 52 3 Investigating Individual Differences in Interaction, Feedback, and Task Studies: Aptitude, Working Memory, Cognitive Creativity, and New Findings in L2 Learning 3.1 Aptitude 3.2 Working Memory 3.3 Cognitive Creativity 54 55 58 64 4 Collecting Introspective Data in Interaction, Feedback, and Task Research 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Introspections in Interaction, Feedback, and Task Research Stimulated Recalls in Interaction, Feedback, and Task Research Think-Aloud Protocols in Interaction, Feedback, and Task Research Immediate Recalls in Interaction, Feedback, and Task Research Interviews in Interaction, Feedback, and Task Research Journals and Blog Entries in Interaction, Feedback, and Task Research Discourse Completion Tasks in Interaction, Feedback, and Task Research 71 71 72 74 75 77 79 80 5 Creating and Using Surveys, Interviews, and Mixed Methods for Research into Interaction, Corrective Feedback, Tasks, and L2 Learning 5.1 Introduction 5.2 How Are Surveys and Questionnaires Defined in Interaction, Feedback, and Task Research? 5.3 How Have Questionnaires Been Used in Interaction, Feedback, and Task Research? 5.4 Interview Instruments Held in IRIS 5.5 How Are Interviews Used in
Interaction, Feedback, and Task Research? 83 83 83 84 85 87
Contents 5.6 Data on Attitudes in Feedback Research Collected Using a Questionnaire (Including New Data) 5.7 Writing Questions for Surveys in Interaction, Feedback, and Task Research 5.8 What Are the Benefits of Surveys? 5.9 Caveats 5.10 How to Create and Administer Surveys for Interaction, Feedback, and Task Research 5.11 Using Mixed-Methods Approaches to Carrying Out Research in Interaction, Feedback, and Task-Based Learning ix 89 90 91 94 97 101 6 Doing Meta-Analytic and Synthetic Research on Interaction, Feedback, Tasks, and L2 Learning 6.1 Introduction 6.2 Why Carry Out Meta-Analytic Research into Interaction, Feedback, and Tasks? 6.3 What Is a Research Synthesis? 6.4 What Is a Scoping Review? 6.5 What Is a Meta-Analysis? 6.6 Why Do Meta-Analysis? 6.7 Meta-Analyses on Oral Corrective Feedback 6.8 Meta-Analyses on Task-Based Interaction 6.9 Summary of Related Methodological Meta-Analyses 6.10 How Do We Do a Synthesis/Meta-Analysis? 6.11 Tips for Defining the Research Domain 6.12 How Do We Conduct a Thorough Literature Search? 6.13 How Do We Come Up with Inclusion and Exclusion Criteria? 6.14 How Do We Code the Data? 6.15 How Do We Analyze and Interpret Findings? 6.16 Are There Any Issues with Meta-Analysis Research? 106 106 106 108 110 112 112 113 117 119 120 121 122 124 125 127 130 7 Investigating Interaction, Feedback, Tasks, and L2 Learning in Instructional Settings Instructional Settings for Interaction, Feedback, and Task Research 7.2 Using Observations in Interaction, Feedback, and Task Research 7.3 Interaction, Feedback, and Tasks in Action Research and Issues of
Objectivity 7.4 Introspections in Classroom Research on Interaction, Feedback, and Tasks 132 7.1 132 133 135 137
x Contents 7.5 7.6 7.7 7.8 7.9 7.10 Uptake Sheets in Classroom Research on Interaction. Feedback, and Tasks Stimulated Recalls in Classroom Research on Interaction, Feedback, and Tasks Using Journals in Studies of Interaction. Feedback. and Tasks in L2 Learning Group Assignments in Quasi-experimental Classroom Research on Interaction, Feedback, and Tasks Interaction, Tasks, and Feedback inAction Research Practical and Logistical Considerations in Classroom Research on Interaction, Feedback, and Tasks 138 139 140 142 144 147 8 Choosing and Using Eye-Tracking, Imaging, and Prompted Production Measures to Investigate Interaction, Feedback, and Tasks in L2 Learning 8.1 8.2 8.3 8.4 8.5 8.6 8.7 Eye-Tracking in Interaction, Feedback, and Task Research Pupillometry Measures Electroencephalogram (EEG) Tests Functional Magnetic Resonance Imaging (fMRI) Tests Research Using fMRI Techniques Ultrasounds Psycholinguistic Techniques: Reaction Time. Word Association, and Priming 150 151 154 154 157 160 162 164 9 Working with Data in Interaction, Feedback, and Task Research 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 Transcribing Interaction, Feedback, and Task Data Describing Interaction, Feedback, and Task Data How to Code Interaction, Feedback, and Task Data Examples of Ways to Code Interaction, Feedback. and Task Data Coding Qualitative and/or Interpretive Data in Interaction. Feedback, and Task Research Mixed-Methods Data in Interaction, Feedback, and Task Research Coding Mechanics in Interaction, Feedback, and Task Data Ensuring Reliability in Interaction, Feedback, and Task Data Simple
Percentages and Cohen’s Kappa for Reliability in Interaction, Feedback, and Task Research 170 170 172 174 176 181 181 182 183 184
Contents 9.10 Using Reliable Instruments in Interaction, Feedback, and Task Research 9.11 Different Types of Validity in Interaction, Feedback, and Task Research 9.12 WEIRD Participants and Representation in Interaction, Feedback, and Task Research 9.13 Collecting Biodata in Interaction, Feedback, and Task Research 9.14 Outliers in Interaction, Feedback, and Task Data 9.15 The Importance of Triangulation in Interaction, Feedback, and Task Data 10 Common Problems, Pitfalls, and How to Address Them in Research on Interaction, Corrective Feedback, and Tasks in L2 Learning xi 186 187 189 191 192 193 10.1 What Can Go Wrong When We Are Designing Studies? 10.2 What Can Go Wrong While We Are Collecting Data? 10.3 What Can Go Wrong When We Are Analyzing Data? 10.4 Summary 195 195 201 204 205 Glossary References Index 206 214 240
The ro te of interaction and correcti ve fe ed back is cent ra ւ to research in second Language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback, and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by-step guides to design and methodological principles, suggestions for reading, short activities, memory aids, and an А-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recatls, surveys, eye-tracking, meta-analysis, and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point of depar ture for researchers making their first foray into interaction, feedback, and task-based teaching research.
|
| adam_txt |
Contents List of Figures List of Tables Preface page xii xiii xv 1 Theory and Approaches in Research into Interaction, Corrective Feedback, and Tasks 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 inL2Learning The Scope of This Book and the Inclusion ofNew Data Theoretical Background Interaction Research Open Research Areas in Interaction Corrective Feedback Research Open Research Areas in Corrective Feedback Task-Based Research Open Research Areas in TBLT Conclusions 1 4 5 6 11 12 18 19 25 25 2 Designing Studies of the Roles of Interaction, Feedback, and Tasks in SecondLanguageLearning 2.1 Introduction 2.2 Research Questions 2.3 Different Approaches in Interaction, Feedback, and Task Research 2.4 How Do We Come Up with Research Questions and Hypotheses in Interaction, Feedback, and Task Research? 2.5 Where Do Research Questions Come From? 2.6 Longitudinal Research 2.7 Looking for Gaps in the Literature 2.8 Finding Questions in Your Own Contexts 2.9 Online Contexts and Social Media 2.10 How Do We Know If Our Studies Are Feasible? 2.11 Thinking about Interaction, Feedback, and Task-Based Research: What Are Hypotheses? What Are Predictions? 2.12 Open Science: Materials and Data in the Interaction, Feedback, and Task Areas 2.13 Examples of Research Questions and Hypotheses 27 27 27 28 33 35 37 38 39 41 42 43 44 45
VIII Contents 2.14 Replication Studies in Research on Interaction, Feedback, and Tasks in Language Learning 2.15 IRIS: A Source of Instruments for Interaction, Feedback, and Task Research 2.16 What Are the Difficult Parts about Doing Replications in SLA/Interaction? 2.17 What Are the Areas of Interaction, Feedback, and Task Research Where Replication Studies Would Be Helpful? 47 49 50 52 3 Investigating Individual Differences in Interaction, Feedback, and Task Studies: Aptitude, Working Memory, Cognitive Creativity, and New Findings in L2 Learning 3.1 Aptitude 3.2 Working Memory 3.3 Cognitive Creativity 54 55 58 64 4 Collecting Introspective Data in Interaction, Feedback, and Task Research 4.1 4.2 4.3 4.4 4.5 4.6 4.7 Introspections in Interaction, Feedback, and Task Research Stimulated Recalls in Interaction, Feedback, and Task Research Think-Aloud Protocols in Interaction, Feedback, and Task Research Immediate Recalls in Interaction, Feedback, and Task Research Interviews in Interaction, Feedback, and Task Research Journals and Blog Entries in Interaction, Feedback, and Task Research Discourse Completion Tasks in Interaction, Feedback, and Task Research 71 71 72 74 75 77 79 80 5 Creating and Using Surveys, Interviews, and Mixed Methods for Research into Interaction, Corrective Feedback, Tasks, and L2 Learning 5.1 Introduction 5.2 How Are Surveys and Questionnaires Defined in Interaction, Feedback, and Task Research? 5.3 How Have Questionnaires Been Used in Interaction, Feedback, and Task Research? 5.4 Interview Instruments Held in IRIS 5.5 How Are Interviews Used in
Interaction, Feedback, and Task Research? 83 83 83 84 85 87
Contents 5.6 Data on Attitudes in Feedback Research Collected Using a Questionnaire (Including New Data) 5.7 Writing Questions for Surveys in Interaction, Feedback, and Task Research 5.8 What Are the Benefits of Surveys? 5.9 Caveats 5.10 How to Create and Administer Surveys for Interaction, Feedback, and Task Research 5.11 Using Mixed-Methods Approaches to Carrying Out Research in Interaction, Feedback, and Task-Based Learning ix 89 90 91 94 97 101 6 Doing Meta-Analytic and Synthetic Research on Interaction, Feedback, Tasks, and L2 Learning 6.1 Introduction 6.2 Why Carry Out Meta-Analytic Research into Interaction, Feedback, and Tasks? 6.3 What Is a Research Synthesis? 6.4 What Is a Scoping Review? 6.5 What Is a Meta-Analysis? 6.6 Why Do Meta-Analysis? 6.7 Meta-Analyses on Oral Corrective Feedback 6.8 Meta-Analyses on Task-Based Interaction 6.9 Summary of Related Methodological Meta-Analyses 6.10 How Do We Do a Synthesis/Meta-Analysis? 6.11 Tips for Defining the Research Domain 6.12 How Do We Conduct a Thorough Literature Search? 6.13 How Do We Come Up with Inclusion and Exclusion Criteria? 6.14 How Do We Code the Data? 6.15 How Do We Analyze and Interpret Findings? 6.16 Are There Any Issues with Meta-Analysis Research? 106 106 106 108 110 112 112 113 117 119 120 121 122 124 125 127 130 7 Investigating Interaction, Feedback, Tasks, and L2 Learning in Instructional Settings Instructional Settings for Interaction, Feedback, and Task Research 7.2 Using Observations in Interaction, Feedback, and Task Research 7.3 Interaction, Feedback, and Tasks in Action Research and Issues of
Objectivity 7.4 Introspections in Classroom Research on Interaction, Feedback, and Tasks 132 7.1 132 133 135 137
x Contents 7.5 7.6 7.7 7.8 7.9 7.10 Uptake Sheets in Classroom Research on Interaction. Feedback, and Tasks Stimulated Recalls in Classroom Research on Interaction, Feedback, and Tasks Using Journals in Studies of Interaction. Feedback. and Tasks in L2 Learning Group Assignments in Quasi-experimental Classroom Research on Interaction, Feedback, and Tasks Interaction, Tasks, and Feedback inAction Research Practical and Logistical Considerations in Classroom Research on Interaction, Feedback, and Tasks 138 139 140 142 144 147 8 Choosing and Using Eye-Tracking, Imaging, and Prompted Production Measures to Investigate Interaction, Feedback, and Tasks in L2 Learning 8.1 8.2 8.3 8.4 8.5 8.6 8.7 Eye-Tracking in Interaction, Feedback, and Task Research Pupillometry Measures Electroencephalogram (EEG) Tests Functional Magnetic Resonance Imaging (fMRI) Tests Research Using fMRI Techniques Ultrasounds Psycholinguistic Techniques: Reaction Time. Word Association, and Priming 150 151 154 154 157 160 162 164 9 Working with Data in Interaction, Feedback, and Task Research 9.1 9.2 9.3 9.4 9.5 9.6 9.7 9.8 9.9 Transcribing Interaction, Feedback, and Task Data Describing Interaction, Feedback, and Task Data How to Code Interaction, Feedback, and Task Data Examples of Ways to Code Interaction, Feedback. and Task Data Coding Qualitative and/or Interpretive Data in Interaction. Feedback, and Task Research Mixed-Methods Data in Interaction, Feedback, and Task Research Coding Mechanics in Interaction, Feedback, and Task Data Ensuring Reliability in Interaction, Feedback, and Task Data Simple
Percentages and Cohen’s Kappa for Reliability in Interaction, Feedback, and Task Research 170 170 172 174 176 181 181 182 183 184
Contents 9.10 Using Reliable Instruments in Interaction, Feedback, and Task Research 9.11 Different Types of Validity in Interaction, Feedback, and Task Research 9.12 WEIRD Participants and Representation in Interaction, Feedback, and Task Research 9.13 Collecting Biodata in Interaction, Feedback, and Task Research 9.14 Outliers in Interaction, Feedback, and Task Data 9.15 The Importance of Triangulation in Interaction, Feedback, and Task Data 10 Common Problems, Pitfalls, and How to Address Them in Research on Interaction, Corrective Feedback, and Tasks in L2 Learning xi 186 187 189 191 192 193 10.1 What Can Go Wrong When We Are Designing Studies? 10.2 What Can Go Wrong While We Are Collecting Data? 10.3 What Can Go Wrong When We Are Analyzing Data? 10.4 Summary 195 195 201 204 205 Glossary References Index 206 214 240
The ro te of interaction and correcti ve fe ed back is cent ra ւ to research in second Language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback, and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by-step guides to design and methodological principles, suggestions for reading, short activities, memory aids, and an А-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recatls, surveys, eye-tracking, meta-analysis, and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point of depar ture for researchers making their first foray into interaction, feedback, and task-based teaching research. |
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| contents | 1. Theory and approaches in research into interaction, corrective feedback, and tasks in L2 learning -- 2. Designing studies of the roles of interaction, feedback and tasks in second language learning -- 3. How to investigate individual differences in interaction, feedback and task studies: Aptitude, working memory, cognitive creativity and new findings in L2 learning -- 4. Collecting introspective data in interaction, feedback and task research -- 5. Creating and using surveys, interviews and mixed methods for research into interaction, corrective feedback, tasks and L2 learning -- 6. Doing meta-analytic and synthetic research on interaction, feedback, tasks, and L2 learning -- 7. Investigating interaction,feedback and tasks and L2 learning in instructional settings -- 8. Choosing and using eye-tracking, imaging and prompted production measures to investigate interaction, feedback and tasks in L2 learning -- 9. Working with data in interaction, feedback and task research -- 10. Common problems, pitfalls and how to address them in research on interaction, corrective feedback, and tasks in L2 learning -- Summary -- Glossary -- References -- Author index -- Subject index |
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Theory and approaches in research into interaction, corrective feedback, and tasks in L2 learning -- 2. Designing studies of the roles of interaction, feedback and tasks in second language learning -- 3. How to investigate individual differences in interaction, feedback and task studies: Aptitude, working memory, cognitive creativity and new findings in L2 learning -- 4. Collecting introspective data in interaction, feedback and task research -- 5. Creating and using surveys, interviews and mixed methods for research into interaction, corrective feedback, tasks and L2 learning -- 6. Doing meta-analytic and synthetic research on interaction, feedback, tasks, and L2 learning -- 7. Investigating interaction,feedback and tasks and L2 learning in instructional settings -- 8. Choosing and using eye-tracking, imaging and prompted production measures to investigate interaction, feedback and tasks in L2 learning -- 9. Working with data in interaction, feedback and task research -- 10. 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Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research. Alison Mackey is a leading international expert in input, interaction and feedback in L2 learning, and in L2 research methodology. She has published 16 books (one of which won the MLA's Mildenburger prize) and 100+ articles in these areas. 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| id | DE-604.BV046859771 |
| illustrated | Illustrated |
| index_date | 2024-07-03T15:12:34Z |
| indexdate | 2024-07-10T08:55:49Z |
| institution | BVB |
| isbn | 9781108499637 1108499635 9781108731027 1108731023 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032268437 |
| oclc_num | 1196823639 |
| open_access_boolean | |
| owner | DE-29 DE-N32 DE-355 DE-BY-UBR |
| owner_facet | DE-29 DE-N32 DE-355 DE-BY-UBR |
| physical | XVIII, 249 Seiten Illustrationen, Diagramme |
| publishDate | 2020 |
| publishDateSearch | 2020 |
| publishDateSort | 2020 |
| publisher | Cambridge University Press |
| record_format | marc |
| spelling | Mackey, Alison 1966- Verfasser (DE-588)138763682 aut Interaction, feedback and task research in second language learning methods and design Alison Mackey New York Cambridge University Press 2020 XVIII, 249 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier 1. Theory and approaches in research into interaction, corrective feedback, and tasks in L2 learning -- 2. Designing studies of the roles of interaction, feedback and tasks in second language learning -- 3. How to investigate individual differences in interaction, feedback and task studies: Aptitude, working memory, cognitive creativity and new findings in L2 learning -- 4. Collecting introspective data in interaction, feedback and task research -- 5. Creating and using surveys, interviews and mixed methods for research into interaction, corrective feedback, tasks and L2 learning -- 6. Doing meta-analytic and synthetic research on interaction, feedback, tasks, and L2 learning -- 7. Investigating interaction,feedback and tasks and L2 learning in instructional settings -- 8. Choosing and using eye-tracking, imaging and prompted production measures to investigate interaction, feedback and tasks in L2 learning -- 9. Working with data in interaction, feedback and task research -- 10. Common problems, pitfalls and how to address them in research on interaction, corrective feedback, and tasks in L2 learning -- Summary -- Glossary -- References -- Author index -- Subject index "The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research. Alison Mackey is a leading international expert in input, interaction and feedback in L2 learning, and in L2 research methodology. She has published 16 books (one of which won the MLA's Mildenburger prize) and 100+ articles in these areas. At Georgetown University, where she is Professor of Linguistics, she has received both The President's Award for Distinguished Scholar Teachers and The Provost's Career Research Award"-- Second language acquisition / Study and teaching Language and languages / Study and teaching Feedback (Psychology) Feedback (Psychology) fast Language and languages / Study and teaching fast Second language acquisition / Study and teaching fast Interaktion (DE-588)4027266-7 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Rückmeldung (DE-588)4178647-6 gnd rswk-swf Aufgabenanalyse (DE-588)4129549-3 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s Rückmeldung (DE-588)4178647-6 s Aufgabenanalyse (DE-588)4129549-3 s Interaktion (DE-588)4027266-7 s DE-604 Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032268437&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032268437&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext |
| spellingShingle | Mackey, Alison 1966- Interaction, feedback and task research in second language learning methods and design 1. Theory and approaches in research into interaction, corrective feedback, and tasks in L2 learning -- 2. Designing studies of the roles of interaction, feedback and tasks in second language learning -- 3. How to investigate individual differences in interaction, feedback and task studies: Aptitude, working memory, cognitive creativity and new findings in L2 learning -- 4. Collecting introspective data in interaction, feedback and task research -- 5. Creating and using surveys, interviews and mixed methods for research into interaction, corrective feedback, tasks and L2 learning -- 6. Doing meta-analytic and synthetic research on interaction, feedback, tasks, and L2 learning -- 7. Investigating interaction,feedback and tasks and L2 learning in instructional settings -- 8. Choosing and using eye-tracking, imaging and prompted production measures to investigate interaction, feedback and tasks in L2 learning -- 9. Working with data in interaction, feedback and task research -- 10. Common problems, pitfalls and how to address them in research on interaction, corrective feedback, and tasks in L2 learning -- Summary -- Glossary -- References -- Author index -- Subject index Second language acquisition / Study and teaching Language and languages / Study and teaching Feedback (Psychology) Feedback (Psychology) fast Language and languages / Study and teaching fast Second language acquisition / Study and teaching fast Interaktion (DE-588)4027266-7 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Rückmeldung (DE-588)4178647-6 gnd Aufgabenanalyse (DE-588)4129549-3 gnd |
| subject_GND | (DE-588)4027266-7 (DE-588)4018428-6 (DE-588)4178647-6 (DE-588)4129549-3 |
| title | Interaction, feedback and task research in second language learning methods and design |
| title_auth | Interaction, feedback and task research in second language learning methods and design |
| title_exact_search | Interaction, feedback and task research in second language learning methods and design |
| title_exact_search_txtP | Interaction, feedback and task research in second language learning methods and design |
| title_full | Interaction, feedback and task research in second language learning methods and design Alison Mackey |
| title_fullStr | Interaction, feedback and task research in second language learning methods and design Alison Mackey |
| title_full_unstemmed | Interaction, feedback and task research in second language learning methods and design Alison Mackey |
| title_short | Interaction, feedback and task research in second language learning |
| title_sort | interaction feedback and task research in second language learning methods and design |
| title_sub | methods and design |
| topic | Second language acquisition / Study and teaching Language and languages / Study and teaching Feedback (Psychology) Feedback (Psychology) fast Language and languages / Study and teaching fast Second language acquisition / Study and teaching fast Interaktion (DE-588)4027266-7 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Rückmeldung (DE-588)4178647-6 gnd Aufgabenanalyse (DE-588)4129549-3 gnd |
| topic_facet | Second language acquisition / Study and teaching Language and languages / Study and teaching Feedback (Psychology) Interaktion Fremdsprachenunterricht Rückmeldung Aufgabenanalyse |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032268437&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032268437&sequence=000003&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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