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In:Doing SLA Research with Implications for the Classroom: Reconciling methodological demands and pedagogical applicability
Edited by Robert M. DeKeyser and Goretti Prieto Botana
[Language Learning & Language Teaching 52] 2019
► pp. 217–219

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Words for Index

Published online: 7 March 2019
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https://doi.org/10.1075/lllt.52.index

A

  • academic writing191
  • Advanced Guiraudsee Guiraud
  • agreements58–59, 61, 64–67, 78
  • Arabic112, 179, 185–189, 193
  • authentic input35–36, 53–54, 56–58, 60, 69, 75–76, 78, 95, 97, 99–100, 102, 104, 108–109, 120, 128–129, 148, 150–151, 157–158, 163, 176–177, 196, 203, 211
  • authentic materials56–57
  • awareness3, 7, 11, 27, 34, 39, 44–45, 58–59, 157, 184, 205

C

  • CALL6–7, 155–158, 160, 162, 174–176, 204–205, 207
  • Chinese3, 33, 85, 109, 112, , 186–187, 189, 193–194
  • classroom experiments4
  • classroom research2, 4, 7, 31, 48, 50, 122, 145
  • classroom-based research6–49, 122
  • cognitive processes34, 155, 157–160, 167, 170, 174–175, 204
  • collaboration, peersee peer collaboration
  • collaboration, teachersee teacher collaboration
  • communicative tasks2, 84
  • cooperative learning21
  • corpus7, 9, 12–14, 18–20, 55–59, 64, 69, 72–81, 179–181, 184–186, 203, 205–207, 209
    • corpus searches5, 55–59, 69, 72–74, 76, 207
    • corpus-based materials55–56, 58–59, 69, 73, 76, 205–206
  • corrective feedback5–7, 17, 31, 35, 44, 112–113, 122–126, 150, 163, 203–205, 208, 210
  • curriculum35, 47,156–158, 160, 181, 184–185, 196–197
    • curricular approach55–158

D

  • deductive instruction/information6–7, 127–178, 205
  • deductive learning3, 140
  • depth of processing2, 155, 157, 161–178
  • depth, lexicalsee lexical depth
  • derivation181, 194, 196–198
  • descriptive91–93, 142, 168, 190, 201–202, 204–207
    • descriptive research25, 142, 201–214
    • descriptive statistics91–93, 168, 188, 190
  • disagreements58–79

E

  • ecological validity2, 5–6, 9–10, 24–26, 31, 46–47, 49–50, 83, 97–99, 122, 130, 143, 145, 148, 180, 202–204, 206–207, 212
    • ecologically valid4, 99, 122, 206, 214
  • EFL9, 13, 31, 35, 202–203
  • elementary (or primary) school2–13, 202
  • elicited imitation test (EIT)85, 100
  • English relative clauses107–116, 120
  • enhancement3, 69
  • ethics4–6, 26, 144, 201, 207–208
  • e-tutors156–157
  • experimental3, 7, 23, 25–27, 34, 47–50, 64, 69, 73, 76–77, 85, 87, 91–94, 99, 122, 127, 130–131, 133, 136, 138–139, 141–144, 156, 161–162, 164, 167, 169, 175–176, 179–180, 184, 192, 194–195, 201–214
    • experimental control2, 5–7, 10, 47, 73, 76, 194, 201, 210
    • experimental instruction/teaching55, 73
    • experimental research2, 122, 141–142, 180, 184, 201, 205, 207–210, 212–214
    • experimental study9, 27, 83–84, 122, 144, 148, 180, 194, 201–202, 204, 206–212
    • quasi-experimentalsee quasi-experimental
  • explicit deductive7, 127–130, 142, 147, 205
  • explicit feedbacksee feedback
  • explicit instruction3–86, 94, 96–97, 100, 111, 121, 123, 157, 204–205
  • explicit knowledgesee implicit vs. explicit knowledge
  • explicit learningsee implicit vs. explicit learning

F

  • feedback9–10, 24, 43–44, 77, 85, 107–126, 129, 135, 145, 159, 161–163, 171–172, 174–176, 180, 184, 203–205
    • corrective feedback3, 5–7, 17, 31–32, 35, 38, 43–44, 113, 123, 203–205, 208, 210
    • explicit feedback121
    • implicit feedback5, 32, 31–54
  • form-meaning mapping97, 108, 128, 148, 183
  • French3–4, 7, 13, 17, 23, 27, 34,112, 128–129

G

  • generalizability1, 2, 5–7, 9–11, 26, 47, 50, 55, 73, 78,122, 147–148,156, 201, 203, 207, 211–213
  • grammaticality judgment test (GJT)5, 85, 100, 113
  • group work9–30, 57–60, 62, 76–78
  • guided induction155–156, 158, 176, 178
  • Guiraud79, 182, 187–188, 190–192
    • advanced Guiraud182, 187, 190

H

  • hybridization155

I

  • Implicit vs. explicit knowledge
    • explicit knowledge6, 36, 84–86, 88, 90, 94–96, 98–100, 130, 148, 204
    • Implicit knowledge85–86
  • implicit vs. explicit learning3
    • explicit learning3, 156–158
    • implicit learning158
  • implicit feedbacksee feedback
  • incidental learningsee intentional vs. incidental learning
  • individual differences2–3, 32, 47, 49, 196, 199, 211, 214–215
  • input, authenticsee authentic input
  • input, structuredsee structured input
  • intensive English Program7, 13, 22–25, 57, 63, 75, 78, 112, 179–200, 202–204, 209–210, 212
  • intentional vs. incidental learning3, 158
    • Incidental learning/acquisition97–98, 158
  • ISLA1–7, 51–52, 155–158, 162, 175, 201–214

K

  • Korean3, 6, 112, 179, 186–189, 193, 195–196

L

  • laboratory conditions/context/setting3, 6, 11, 109, 121
  • laboratory experiments/studies/research1–4, 6, 50, 97, 110, 122
  • language proficiency107, 111–113, 117–122, 186
  • Language-related episodes (LREs)
    • Language-related episodes9, 15, 202
    • LREs9–13, 16–27, 202
  • lemma181
  • lexical depth181, 183
  • lexical diversity181–183, 185, 187, 190–193, 195, 197
  • lexical quality185, 195–197, 199
  • lexical sophistication179, 181–183, 185, 192–193, 197
  • linguistic target, see target, linguistic

M

  • Materials, authentic, see authentic materials
  • meaning-focused interaction18, 108
  • meta-analysis7, 33,177–178, 101, 156
  • metacognition32–34, 45,157, 159, 167, 170–171, 174
  • metacognitive knowledge2–34, 39, 45, 50, 54
  • metacognitive instruction5, 31–33, 35, 39, 45, 51, 53, 203
  • metalinguistic explanation83–103
  • metalinguistic information12, 83, 128, 130, 204
  • metalinguistic knowledge6, 95, 97
  • methodological rigor175, 201–215
  • modified output108, 120

N

  • negative evidence32–33, 108, 120, 123
  • noticing26, 32–33, 39, 56–61, 72–74, 76–77, 95

O

  • observational design10, 16
  • observational research5, 9, 142, 202, 204, 207
  • observational studies4, 27, 201–202, 207

P

  • pair work9–30, 60–61
  • particularizable/ particularizability213–214
  • past counterfactual conditional88–93, 95, 98
  • pedagogical relevance5–6, 10–11, 24, 27, 32, 83,107, 121–22, 142, 144, 180, 201–215
  • peer collaboration15, 23
  • perceptual saliency33, 37, 42, 44, 173
  • picture-cued oral production tasks23, 107, 113–115, 135, 204
  • positive evidence32,108–109, 120, 123
  • pragmatic routines55–81, 203
  • pragmatics6–7, 55–81, 203, 205, 209–211
  • presentation–practice–production (PPP)83–84, 86
  • processing instruction128
  • processing strategies128, 131
  • prompts6, 44, 51–52, 69, 71, 107–112, 114, 116–121, 123–125, 159

Q

  • quasi-experimental4–5, 7, 31–54, 201–215

R

  • recasts6,10, 33, 36, 38–39, 42, 44, 102, 107–126
  • referential structured input128
  • relevancesee pedagogical relevance
  • research cycle202
  • research loop4
  • research ethicssee ethics
  • research methodology,5, 143

S

  • self-regulation11, 31, 34
  • self-regulated learning34
  • self-repair27, 95, 108, 114
  • skill-learning perspective33
  • skill-learning theory83
  • skill acquisition theory6, 39, 84, 96
  • Spanish para/por161–178
  • Spanish subjunctive128–129, 147
  • speech acts6, 55–81
  • structured input128
  • survey2–4, 56

T

  • target
    • target, linguistic 32–33, 37, 42–43, 53, 85–88, 94, 96–97, 140
    • target form84, 95–96, 108, 114, 123, 164, 174,
    • target structure33, 36–38, 40, 43, 86, 94, 97–100, 107, 109–111, 113–114, 121–123, 128–135, 143, 147, 159–160
  • teacher collaboration5, 7, 26, 28, 55, 73, 77, 201, 210
  • teacher training21, 38–39, 43–45, 47, 50, 203, 212
  • think-aloud protocols159, 166–167, 173–176
  • transfer-appropriate processing (TAP)84, 99

U

  • uptake6, 107–126

V

  • videogames155–156, 158–162, 171–176, 204, 207
  • vocabulary3, 7, 12, 15, 18–22, 24–25, 27, 56, 72, 134, 171, 179–181, 183–185, 188, 194–199, 202, 205–206, 209–210
  • vocD179–200

y

  • young language learners4, 12, 22–23, 26
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