Overview of classroom interaction research in second language learning

This book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how conversational interaction may promote L2 processing and learning), sociocultural (which assumes that cognitive advances are located within social interaction) and language socialisation (which examines how learners position themselves and are positioned in social interaction, and how they establish their membership in the target language community). They go on to critically examine how findings from this research can be applied to classroom practice in diverse L2 settings; they then provide pedagogical implications and suggested teaching activities to support L2 teachers and teacher educators in harnessing the benefits of classroom interaction for L2 learning.

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This book will be invaluable for language educators and researchers alike. Iwashita, Dao, and Nguyen have achieved a comprehensive yet accessible synthesis of contemporary research into interaction for classroom-based L2 learning. They excel in their cutting-edge coverage of theories and studies across a wealth of classroom contexts. A masterpiece and a must-read!

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This exciting new book on instructed second language acquisition by Iwashita, Dao and Nguyen provides a comprehensive review of this field, outlining the 'big picture’ of how interaction in the classroom affects the language learning process. It is inclusive of different theoretical positions, outlining a range of contexts and research methodologies, and unusually, including accounts of research within the affective domain (e.g. teacher beliefs and learner engagement).