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In:Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors
Edited by Laura Gurzynski-Weiss
[AILA Applied Linguistics Series 16] 2017
► pp. 325–327

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Index

Published online: 12 December 2017
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https://doi.org/10.1075/aals.16.index

A

  • Affective factors 19, 268, 271–27
  • Anxiety 27–28, 32
  • Aptitude 8, 24, 30–31, 41–45, 48–50, 58–60, 62–64, 69–72, 76, 85, 317–318
  • Aptitude Complexes Hypothesis43
  • Attention 3–4, 21, 43, 47–48, 50–51, 61, 68–69, 75, 78, 84, 92–93, 113–114, 122–123, 125–129, 139–141, 152–153, 159, 162, 205, 213, 227, 257–259, 270, 273–274, 284, 288
  • Attention control 30, 44–45, 50, 52, 55, 63, 68
  • Attention on/to meaning 76, 78, 84
  • Attention to form 3, 47–48, 93, 122–123, 127–128, 139, 259
  • Attention to phonetic form 125–127, 129
  • Attention to pronunciation 126–127, 134, 217–218

B

  • Beliefs 9, 26–27, 160, 176–179, 186, 190, 192, 201, 203–204, 208–209, 218, 270–271, 308, 313, 316

C

  • Cognition 5–6, 9, 99, 154, 173, 176–179, 183–192, 203–204, 208, 256, 271, 273, 316
  • Cognitive individual differences256
  • Communicative tasks 60, 76, 99, 104, 106, 113, 126, 259, 288
  • Composite working memory56
  • Computer–mediated communication (CMC) 8, 71–72, 259, 309, 319
  • Contextual factors 9–10, 23, 165, 191–192, 202–203, 247, 255, 273–274, 297
  • Corrective feedback (CF) 20–21, 23, 25–26, 29–32, 41–43, 46, 48, 50–55, 58–60, 63–64, 68, 100, 102–103, 114–115, 126, 159–160, 164, 176, 201–202, 206–207, 209, 211–212, 214–219, 255–259, 264–266, 268–275, 282, 287

D

  • Delayed feedback 8–9, 70, 75–76, 78–79, 83, 90–93

E

  • Educational policy174
  • Executive working memory 41, 44–45, 50, 52–58, 60–62, 68–69
  • Explicit feedback 41, 46, 51, 54–55, 59, 61, 77, 100, 102, 160, 207, 258

F

  • Feedback 5, 8, 10, 20–21, 29–32, 41–43, 46, 48–56, 58–64, 68, 70, 71–80, 82–83, 85–86, 90–93, 100–103, 107, 114–115, 122, 124–127, 153, 159–162, 164–165, 176–177, 187, 201–207, 209, 211–212, 214–219, 227, 229, 255–260, 263–268, 273–275, 282, 284, 288–290, 297, 306, 308–309, 312, 315, 317–318
  • Feedback provision 10, 159, 164, 202, 215, 218, 229, 257, 274–275
  • Feedback timing 71–72, 75–76, 79–80, 89–90, 92–93
  • Focus on Form (FonF) 21, 43, 75, 91–92, 102, 204–205, 270, 274, 283

G

  • Gender (biological) 71, 79, 81–85, 92, 128
  • Gender (grammatical) 21, 23, 31, 99–104, 110–115, 210, 313, 316–317
  • Gesture 99–105, 107, 110–115
  • Gesture–enhanced recasts 8–9, 99–100, 102–105, 107, 110–115

H

  • Heritage learner/speaker 121–142, 307, 313–314

I

  • Immediate feedback 8, 71, 76, 78–79, 82, 91–93
  • Implicit feedback 41, 46, 51, 53–55, 58–59, 61–62, 100, 207, 215, 218, 258
  • Individual characteristics 9, 11, 151–152, 154–156, 158–165, 203, 219, 225–227, 229–230, 244, 247–248, 257, 273–274, 310
  • Individual differences (IDs) 22–23, 29, 33, 42, 71, 101, 114–115, 122–123, 140, 152–154, 165, 185, 191, 193, 225, 227, 229, 245–247, 255–256, 291, 305, 307, 315
  • Input 3–5, 10, 20–21, 32, 43, 46–49, 60–62, 64, 70, 73, 81, 93, 122, 128, 151–153, 155–159, 161–162, 164, 202–203, 209, 216–219, 225–230, 233, 235, 246–248, 256, 258–259, 284, 297, 308
  • Instructors 3–7, 9–11, 19, 100, 102, 114, 126, 151–152, 153–160, 162–165, 177, 202–219, 225–230, 233–234, 237, 239–240, 244–248, 256–258, 263, 273–274, 281, 305, 307–309, 317–318
  • Instructor individual characteristics 9, 151–152, 154–156, 158–165, 203, 217, 229, 274
  • Integrated Form-Focused Instruction (FFI) 75–76, 92
  • Interactional adjustments 4, 152–154, 158, 306, 310
  • Interaction approach 3–4, 67, 9, 122, 151–152, 154–155, 158–159, 161–162, 227, 305, 307–308
  • Interaction hypothesis 43, 49, 73, 122–123, 152–153, 306, 310
  • Interaction–based communicative tasks 76, 80, 88
  • Interaction–based learning opportunities 5–6, 9, 11, 151–152, 154
  • Interactionist framework/approach/theory 7–8, 19, 20–21, 29, 32–33, 72–73, 138, 283, 305, 308, 310, 317
  • Interlanguage 21, 43, 99–100, 112, 122, 162, 227, 256, 268–269, 284
  • Interlocutor type 5, 9, 121–123, 127, 129, 131, 136, 138–139, 141, 309
  • Interpersonal relationships 173, 183, 188

L

  • L2 interaction 8–9, 41–43, 48–49, 60, 141, 151–155, 159, 162–165, 258, 306–312, 314–318
  • L2 learning 5, 7–8, 19–23, 25–28, 32–33, 45, 48, 60, 63–64, 72–73, 99, 101–102, 112–114, 122, 127, 155, 159, 202–203, 206, 208, 216, 255, 275, 305–307, 318
  • L2 pronunciation 101, 127, 139, 141, 201, 205–208, 216, 218
  • Language Analytic Ability (LAA) 8, 50, 58–60, 62–64, 69–72, 76–80, 85, 86–93
  • Language aptitude 8, 24, 30, 41–45, 48–50, 58, 60, 62–64, 69, 71, 76, 85, 94–97
  • Language instructors 11, 114, 154, 163, 203, 207–208, 217, 219, 226, 307, 309
  • Language learner 27, 72, 160, 167, 176, 191–192, 228, 270, 288–289
  • Language learning strategies (LLS) 22, 26–27, 157
  • Language–related episodes (LREs) 9, 21, 31, 47, 121–127, 131–135, 138, 140–141, 315
  • Learner characteristics 20, 185
  • Learner factors 102, 257, 269, 270
  • Learner individual differences 20, 22, 29, 127, 151, 153, 155, 164–165, 307
  • Learner output 122, 162, 273, 281, 283, 285, 289
  • Learner–centered 9–10, 173, 177, 179, 181–182, 184–192
  • Learner–internal 5, 29, 42, 154
  • Learning style 22–23, 25–26, 32–33, 63, 164, 185
  • LLAMA F 9, 50, 70–71, 77–78, 85–86, 93

M

  • Modified input 21, 47, 60, 64, 70, 161, 226
  • Modified output 8–9, 30–32, 41–42, 46, 48, 50–51, 56–57, 60, 62, 124, 140, 151–153, 155, 161–162, 202, 164, 256, 284–285, 315, 318
  • Motivation 4, 26–29, 33, 38, 45, 102, 112, 185, 286

N

  • Native speaker 3–5, 10–11, 31–32, 55–56, 71, 107, 123–124, 128–129, 133–134, 136–138, 141, 152–153, 156–158, 160, 163, 167, 169–170, 201, 204, 210, 214, 229–233, 237, 240, 244, 260, 284, 306, 308–310, 312–313, 315–316
  • Negative feedback 43, 72–73, 75–76, 78, 159–160, 288
  • Negotiated interaction 23, 26–27, 29, 31
  • Negotiation of/for meaning 3–5, 9, 21, 31, 43, 122–123, 126, 151–153, 155, 159–161, 274, 285, 288, 315
  • Non–learner interlocutor 5, 152, 255, 306, 310, 315
  • Non–native speaker 32, 123–124, 157–158, 203–204, 229, 308, 316
  • Non–peer/ non–peer interlocutor 305–306, 308, 310–311, 312, 315, 316–318
  • Non–teacher/teaching researcher 4–5, 11, 318
  • Noticing 8, 30, 41–43, 46–48, 50–51, 54–56, 59–63, 69–70, 74, 76–77, 153–154, 156, 161, 258–259, 284, 288, 315, 317–318

O

  • Oral corrective feedback 201–202, 209, 211–212, 214–217, 219
  • Output 4–5, 9, 11, 20–21, 28–29, 32, 43, 46, 48, 58, 75, 84, 122, 151–153, 155, 159, 161–162, 203, 228, 258, 273, 281–285, 287–289, 296–298, 308, 318
  • Output hypothesis20

P

  • Pedagogical implications 10, 25, 114, 141, 218
  • Pedagogical practices 75, 173, 177, 179–180, 203, 206, 208, 211, 216, 219
  • Perception 3–4, 126, 134, 139–142, 153–154, 161, 190, 204–208, 281, 307, 317
  • Performance factors271
  • Personality 25–26, 186, 307, 317
  • Phonetic accuracy121
  • Phonetic/phonological development 122, 142, 125–126, 128, 141
  • Phonological short–term memory 30, 41, 44–45, 50, 52–58, 60–62, 68–69
  • Preservice teachers/instructors 11, 176, 190, 204, 281–283, 285–286, 288–289, 293–294, 296–298
  • Process of interaction 30, 33
  • Product of interaction 21, 29, 31, 42, 51
  • Pronunciation 9–10, 101, 121–123, 125–129, 131, 133–135, 138–142, 156, 201–202, 204–219, 315, 317
  • Pronunciation learning 125, 205, 207–208
  • Pronunciation–related corrective feedback 201, 207, 209, 211–212, 215–216, 218
  • Pronunciation–related input 10, 202, 209, 217–219
  • Pronunciation–related instruction/pedagogy 127, 201, 205, 208–209, 211–212, 216–219
  • Pronunciation–related interaction 209, 218
  • Pronunciation–related LREs 121, 125–126, 127, 135, 138
  • Pronunciation–related errors 211, 214–217

R

  • Recasts 8, 26, 30–32, 43, 46, 48, 50–63, 68–70, 73–75, 77–78, 99–105, 107, 109–115, 126, 159, 207, 234, 258, 264, 315
  • Reformulations 8, 48, 56, 72–76, 78–79, 82–83, 90–93, 122, 264
  • Research training 10, 12, 201–203, 209, 216–219, 308

S

  • Scoping review 7, 11, 305–306, 311, 314, 317
  • Short–term memory 44, 50, 52, 57, 103–104, 112, 258, 273
  • Stimulated recall protocol 160, 208, 255–256
  • Student autonomy 10, 173, 183, 186–188
  • Synchronous computer–mediated communication (SCMC) 71–72, 74–77, 79, 91, 93, 255, 259–260, 270, 272, 309

T

  • Task complexity 42, 54, 126, 162
  • Task–based interaction126
  • Task orientation 281, 285
  • Teacher 20–21, 33, 46, 49, 59, 74, 104, 174–192, 259–260, 264–265, 267–275, 281–298, 306, 310–312, 314–317
  • Teacher characteristics191
  • Teacher cognition 173, 176–179, 183–184, 256, 271, 273
  • Teacher feedback 256–257, 297
  • Transfer appropriate processing (TAP) 75, 92

V

  • Verbal recasts 99–100, 102, 104–105, 107, 109–114
  • Visual short-term memory 50, 52, 54

W

  • Willingness to communicate (WTC) 4–5, 23, 27–29, 32–33
  • Working memory (capacity) (WMC) 8, 10–11, 24, 30–31, 41–45, 48–58, 60–64, 68–69, 75, 91, 101, 164, 252, 255–269, 272–275, 307–308, 317
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