ABSTRACT
This chapter adopts Loewen's definition of instructed second language acquisition (ISLA), discusses cognitive-interactionist approaches to L2 instruction in ISLA research, and highlights the roles of both native speaker-learner and learner-learner interaction. One of the most widely examined topics in both native speaker-learner and learner-learner interaction research domains is focus on form. Recent development in interaction research involves exploring intervening variables that affect the role of corrective feedback such as feedback types, individual differences, and target linguistic features. Some researchers have suggested that synchronous computer-mediated communication (SCMC) may provide learners with advantages over face-to-face interactions, including increased opportunities for learners' attention to the linguistic forms. In terms of the literature on L2 priming tasks, the role of priming for application to classroom contexts is still in its infancy. Additional classroom-based priming research is needed to identify the most effective ways to design, sequence, and implement such collaborative tasks.
