Introduction to Instructed Second Language Acquisition

Now in its third edition, Introduction to Instructed Second Language Acquisition continues to present a structured, comprehensive introduction to ISLA's theoretical, empirical, and pedagogical themes, as well as a range of key issues in research and practice. Designed for ease of teaching, the text includes separate sections for empirical evidence and pedagogical implications in order to demonstrate how research findings can successfully be implemented in the classroom. Activities and discussion questions, as well as points for reflection, facilitate discursive learning and critical thinking. This third edition has been thoroughly updated to reflect the latest developments in the field, along with new chapters on psychological, cognitive, and social individual differences, respectively. This is an essential core text for courses on ISLA, and recommended reading for classes in Language Acquisition more broadly.

Shawn Loewen is Professor in Second Language Studies, TESOL, and Applied Linguistics at Michigan State University. His publications include two co-authored books, Key Concepts in Second Language Acquisition (with Reinders, 2009), and An A-Z of Applied Linguistics Research Methods (with Plonsky, 2016). He has also published numerous articles in journals such as Studies in Second Language Acquisition, Language Learning, ELT Journal, and Language Teaching Research. He is the associate editor of The Modern Language Journal.

Preface Acknowledgments Chapter 1 Introduction Chapter 2 The nature of second language knowledge Chapter 3 Interaction in the second language classroom Chapter 4 Focus on form Chapter 5 Sociocultural theory in the second language classroom Chapter 6 The acquisition of grammar Chapter 7 The acquisition of vocabulary Chapter 8 The acquisition of pronunciation Chapter 9 The acquisition of pragmatics Chapter 10 Psychological individual differences and instructed second language acquisition Chapter 11 Cognitive individual differences and instructed second language acquisition Chapter 12 Social individual differences and instructed second language acquisition Chapter 13 The research-pedagogy link References Index