Introduction to Instructed Second Language Acquisition by Shawn Loewen (2015)
DOI:
https://doi.org/10.1558/lst.30313Keywords:
Instructed Second Language Acquisition, Sociocultural TheoryAbstract
Introduction to Instructed Second Language Acquisition by Shawn Loewen (2015)
References
Aljaafreh, A. and Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal 78: 465–483. https://doi.org/10.1111/j.1540-4781.1994.tb02064.x
Foster, P. and Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26 (3): 402–430. https://doi.org/10.1093/applin/ami014
Kinginger, C., Lee, S-H., Wu, Q., and Tan, D. (2014). Contextualized language practices as sites for learning: Mealtime talk in short-term Chinese homestays. Applied Linguistics 37 (5): 716–740. https://doi.org/10.1093/applin/amu061
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.
Loewen, S. (2011). Focus on form. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning Vol. 2, 576–592. New York: Routledge.
Loewen, S. (2015). Introduction to Instructed Second Language Acquisition. New York: Routledge.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, and C. Kramsch (Eds), Foreign Language Research in Cross-Cultural Perspective, 39–52. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.2.07lon
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie and T. Bhatia (Eds), Handbook of Second Language Acquisition, 413–468. San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3
Negueruela, E. (2003). A Sociocultural Approach to Teaching and Researching Second Languages: Systemic-Theoretical Instruction and L2 Development. Unpublished doctoral dissertation. The Pennsylvania State, University, University Park, PA.
Ortega, L. (2007). Second language learning explained? SLA across nine contemporary theories. In B. VanPatten and J. Williams (Eds), Theories in Second Language Acquisition: An Introduction, 225–250. Mahwah, NJ: Lawrence Erlbaum Associates.
Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam: Benjamins. https://doi.org/10.1075/sibil.40
Pienemann, M. (1998). Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.15
Pienemann, M. (2007). Processability theory. In B. VanPatten and J. Williams (Eds), Theories in Second Language Acquisition: An Introduction, 137–154. Mahwah, NJ: Lawrence Erlbaum Associates.
Spada, N. and Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning 60: 263–308. https://doi.org/10.1111/j.1467-9922.2010.00562.x
Swain, M. (1995). Three functions of output in second language learning. In G. Cook and B. Seidlhofer (Eds), Principles and Practice in Applied Linguistics, 125–144. Oxford: Oxford University Press.
Swain, M. and Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 3218–3225. Hoboken, NJ: Wiley-Blackwell.
Ullman, M. T. (2005). A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice, 141–178. Washington, DC: Georgetown University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1997). The Collected Works of L. S. Vygotsky. Volume 3: Problems of the Theory and History of Psychology. R. W. Rieber and J. Wollock (Eds). New York: Plenum.
Zhang, X. and Lantolf, J. P. (2015). Natural or arti?cial: Is the route of L2 development teachable? [Special Issue]. Language Learning 65, 152–180. https://doi.org/10.1111/lang.12094
Foster, P. and Ohta, A. S. (2005). Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics 26 (3): 402–430. https://doi.org/10.1093/applin/ami014
Kinginger, C., Lee, S-H., Wu, Q., and Tan, D. (2014). Contextualized language practices as sites for learning: Mealtime talk in short-term Chinese homestays. Applied Linguistics 37 (5): 716–740. https://doi.org/10.1093/applin/amu061
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon.
Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.
Loewen, S. (2011). Focus on form. In E. Hinkel (Ed.), Handbook of Research in Second Language Teaching and Learning Vol. 2, 576–592. New York: Routledge.
Loewen, S. (2015). Introduction to Instructed Second Language Acquisition. New York: Routledge.
Long, M. H. (1991). Focus on form: A design feature in language teaching methodology. In K. de Bot, R. Ginsberg, and C. Kramsch (Eds), Foreign Language Research in Cross-Cultural Perspective, 39–52. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.2.07lon
Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. Ritchie and T. Bhatia (Eds), Handbook of Second Language Acquisition, 413–468. San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012589042-7/50015-3
Negueruela, E. (2003). A Sociocultural Approach to Teaching and Researching Second Languages: Systemic-Theoretical Instruction and L2 Development. Unpublished doctoral dissertation. The Pennsylvania State, University, University Park, PA.
Ortega, L. (2007). Second language learning explained? SLA across nine contemporary theories. In B. VanPatten and J. Williams (Eds), Theories in Second Language Acquisition: An Introduction, 225–250. Mahwah, NJ: Lawrence Erlbaum Associates.
Paradis, M. (2009). Declarative and Procedural Determinants of Second Languages. Amsterdam: Benjamins. https://doi.org/10.1075/sibil.40
Pienemann, M. (1998). Language Processing and Second Language Development: Processability Theory. Amsterdam: John Benjamins. https://doi.org/10.1075/sibil.15
Pienemann, M. (2007). Processability theory. In B. VanPatten and J. Williams (Eds), Theories in Second Language Acquisition: An Introduction, 137–154. Mahwah, NJ: Lawrence Erlbaum Associates.
Spada, N. and Tomita, Y. (2010). Interactions between type of instruction and type of language feature: A meta-analysis. Language Learning 60: 263–308. https://doi.org/10.1111/j.1467-9922.2010.00562.x
Swain, M. (1995). Three functions of output in second language learning. In G. Cook and B. Seidlhofer (Eds), Principles and Practice in Applied Linguistics, 125–144. Oxford: Oxford University Press.
Swain, M. and Watanabe, Y. (2013). Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics, 3218–3225. Hoboken, NJ: Wiley-Blackwell.
Ullman, M. T. (2005). A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model. In C. Sanz (Ed.), Mind and Context in Adult Second Language Acquisition: Methods, Theory, and Practice, 141–178. Washington, DC: Georgetown University Press.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.
Vygotsky, L. S. (1997). The Collected Works of L. S. Vygotsky. Volume 3: Problems of the Theory and History of Psychology. R. W. Rieber and J. Wollock (Eds). New York: Plenum.
Zhang, X. and Lantolf, J. P. (2015). Natural or arti?cial: Is the route of L2 development teachable? [Special Issue]. Language Learning 65, 152–180. https://doi.org/10.1111/lang.12094
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Published
2018-05-10
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Book Reviews
How to Cite
Yu, L. (2018). Introduction to Instructed Second Language Acquisition by Shawn Loewen (2015). Language and Sociocultural Theory, 5(1), 72-79. https://doi.org/10.1558/lst.30313
