ABSTRACT
Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in The Routledge Handbook of Instructed Second Language Acquisition (2017), studies in this volume are organized according to the key components of ISLA: types of instruction, learning processes, learning outcomes, and learner and teacher psychology. The volume responds to pedagogical needs in different L2 teaching and learning settings by including a variety of theoretical frameworks (sociological, psychological, sociocultural, and cognitive), methodologies (qualitative and quantitative), target languages (English, Spanish, and Mandarin), modes of instruction (face-to-face and computer-mediated), targets of instruction (speaking, writing, listening, motivation, and professional development), and instructional settings (second language, foreign language, and heritage language). A novel synthesis of research in the rapidly growing field of ISLA that also covers effective research-based teaching strategies, Evidence-Based Second Language Pedagogy is the ideal resource for researchers, practitioners, and graduate students in SLA, applied linguistics, and TESOL.
TABLE OF CONTENTS
chapter 1|23 pages
Toward Evidence-Based Second Language Pedagogy
part I|78 pages
A Focus on Instruction
chapter 2|25 pages
Concept-Based Instruction for Concept-Based Instruction
chapter 3|29 pages
Revisiting Clarifications
chapter 4|22 pages
Content and Language Integrated Learning Classes for Child Mandarin L2 Learners
part II|85 pages
A Focus on Learning Processes
chapter 5|18 pages
Collaborative Prewriting Discussions and ESL Students’ Vocabulary Development
chapter 7|23 pages
The Role of Peers in Young Learners’ English Learning
part III|72 pages
A Focus on Learning Outcomes
chapter 9|28 pages
Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication
part IV|70 pages
A Focus on Learner and Teacher Psychology