In:Synthesizing Research on Language Learning and Teaching
Edited by John M. Norris and Lourdes Ortega
[Language Learning & Language Teaching 13] 2006
► pp. vii–viii
Get fulltext
This article is available free of charge.
Published online: 9 May 2006
https://doi.org/10.1075/lllt.13.toc
https://doi.org/10.1075/lllt.13.toc
Table of contents
Contributorsix
Preface
Section I. Introduction
1. The value and practice of research synthesis for language learning and teaching
Section II. Research syntheses
Introduction to Section II
2. Principles, parameters, and SLA: A retrospective meta-analytic investigation into adult L2 learners’ access to Universal Grammar
3. Investigating the empirical link between task-based interaction and acquisition: A meta-analysis
4. The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research
5. Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis
6. The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis
7. A meta-synthesis of qualitative research on effective teaching practices for English Language Learners
8. Research synthesis and historiography: The case of assessment of second language proficiency
Section III. Commentaries
Introduction to Section III299
9. Meta-analysis, human cognition, and language learning
10. Some reflections on the development of (meta-analytic) synthesis in second language research
Index
