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. v–vi
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Published online: 7 March 2019
https://doi.org/10.1075/lllt.52.toc
https://doi.org/10.1075/lllt.52.toc
Table of contents
Chapter 1.Current research on instructed second language learning: A bird’s eye view
1
Robert DeKeyser
Goretti Prieto Botana
Chapter 2.Observing language-related episodes in intact classrooms: Context matters
9
Laura Collins
Joanna White
Chapter 3.Methodological strengths, challenges, and joys of classroom-based quasi-experimental research: Metacognitive instruction and corrective feedback
31
Masatoshi Sato
Shawn Loewen
Chapter 4.Integrating instructed second language research, pragmatics, and corpus-based instruction
55
Kathleen Bardovi-Harlig
Sabrina Mossman
Yunwen Su
Chapter 5.The roles of explicit instruction and guided practice in the proceduralization of a complex grammatical structure
83
Natsuko Shintani
Chapter 6.The effects of recasts versus prompts on immediate uptake and learning of a complex target structure
107
Hossein Nassaji
Chapter 7.The effects of multiple exposures to explicit information: Evidence from two types of learning problems and practice conditions
127
Goretti Prieto Botana
Robert DeKeyser
Chapter 8.CALL in ISLA: Promoting depth of processing of complex L2 Spanish “Para/Por” prepositions
155
Ronald P. Leow
Luis Cerezo
Allison Caras
Gorky Cruz
Chapter 9.Lexical development in the writing of intensive English program students
179
Alan Juffs
Chapter 10.Discussion: Balancing methodological rigor and pedagogical relevance
201
Nina Spada
Words for Index
217
