ABSTRACT
The Routledge Handbook of Instructed Second Language Acquisition is the first collection of state-of-the-art papers pertaining to Instructed Second Language Acquisition (ISLA). Written by 45 world-renowned experts, the entries are full-length articles detailing pertinent issues with up-to-date references. Each chapter serves three purposes:
(1) provide a review of current literature and discussions of cutting edge issues;
(2) share the authors’ understanding of, and approaches to, the issues; and
(3) provide direct links between research and practice.
In short, based on the chapters in this handbook, ISLA has attained a level of theoretical and methodological maturity that provides a solid foundation for future empirical and pedagogical discovery. This handbook is the ideal resource for researchers, graduate students, upper-level undergraduate students, teachers, and teacher-educators who are interested in second language learning and teaching.
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Chapter 1 ISLA: An overview – Shawn Loewen & Masatoshi Sato
SECTION I. Second Language Processes and Products
Chapter 2 Knowledge and skill in ISLA – Robert DeKeyser
Chapter 3 Intentional and incidental L2 learning – Ronald Leow & Celia Zamora
Chapter 4 Complexity, accuracy, and fluency in L2 production – Marije Michel
Chapter 5 Sociocultural theory in the L2 classroom – Neomy Storch
SECTION II. Approaches to Second Language Instruction
Chapter 6 Content-based language teaching – Roy Lyster
Chapter 7 Task-based language teaching – Rod Ellis
Chapter 8 Cognitive-interactionist approaches to L2 instruction – Youjin Kim
Chapter 9 Concept-based language instruction – James Lantolf & Xian Zhang
Chapter 10 Processing Instruction – Bill VanPatten
Chapter 11 Assessment in the L2 classroom – Ute Knoch & Susy Macqueen
SECTION III. Language and Instructed Second Language Acquisition
Chapter 12 Grammar acquisition – Hossein Nassaji
Chapter 13 Acquisition of L2 pragmatics – Kathleen Bardovi-Harlig
Chapter 14 L2 Fluency development – Tracey Derwing
Chapter 15 Pronunciation acquisition – Sara Kennedy & Pavel Trofimovich
Chapter 16 Vocabulary acquisition – Beatriz González-Fernández & Norbert Schmitt
Chapter 17 Written language learning – Charlene Polio & Jongbong Lee
SECTION IV. Instructed Second Language Acquisition Learning Environments
Chapter 18 ISLA in East Asian contexts – Yuko Goto-Butler
Chapter 19 Study abroad and ISLA – Carmen Pérez-Vidal
Chapter 20 Computer-assisted SLA – Hayo Reinders & Glenn Stockwell
SECTION V. Individual Differences and Instructed Second Language Acquisition
Chapter 21 Social dimensions and differences in ISLA – Patricia Duff
Chapter 22 Cognitive differences and ISLA – Shaofeng Li
Chapter 23 Motivation in the L2 classroom – Kata Csizér
Chapter 24 Psychological dimensions and foreign language anxiety – Jean-Marc Dewaele
Chapter 25 L2 Instructor individual characteristics – Laura Gurzynski-Weiss
Chapter 26 Child ISLA – Rhonda Oliver, Bich Nguyen, & Masatoshi Sato
Chapter 27 Instructed heritage language acquisition – Silvina Montrul & Melissa Bowles
SECTION VI. Instructed Second Language Acquisition Research Methods
Chapter 28 Quantitative research methods -- Luke Plonsky
Chapter 29 Qualitative research methods -- Peter De Costa, Lorena Valmori, and Ina Choi
Chapter 30 Classroom-based research -- Alison Mackey
Chapter 31 Experimental research methods -- Kim McDonough
Chapter 32 Ethics in ISLA -- Susan Gass and Scott Sterling
