In:Instructed Second Language Acquisition Research Methods
Edited by Laura Gurzynski-Weiss and YouJin Kim
[Research Methods in Applied Linguistics 3] 2022
► pp. 379–388
Index
Published online: 8 December 2022
https://doi.org/10.1075/rmal.3.index
https://doi.org/10.1075/rmal.3.index
A
- Abstract 362, 363
- Accent/accentedness 233–236, 241–245, 259
- Accentedness rating243
- Acceptable/Acceptability 153, 166, 172, 215–217, 220, 221, 224, 235
- Acceptability judgment task (AJT) 207, 213, 217, 222
- Accuracy 208, 215, 306, 308, 309, 315–317, 319, 330, 332, 333, 335, 337, 339, 340, 343, 346
- Accuracy measures 288, 310
- (L2) achievement36
- Acoustic-phonetic processing262
- Acquisition 4, 7
- Action research 55, 61, 65, 66, 74, 356, 360–362
- Affordance 212, 214
- Age310
- Age of arrival245
- Age of onset10
- Agency 56, 58, 59, 64, 66, 70, 73, 212
- AILA World Congress371
- Allocation of attention288
- Ambiguity resolution288
- Ambiguous/unambiguous language296
- American Association of Applied Linguistics371
- Amount of input310
- Analytic talk 219, 224, 225
- Anaphora resolution293
- Anomalous/normal syntactic structures296
- Anomaly detection293
- ANOVA 37, 40, 41, 128
- Anxiety 87, 88, 93, 131, 132, 135, 138, 139, 141, 259, 317
- Applied ISLA309
- Approach 5, 8, 11–15, 17, 23, 24
- Approximate replication 107–113, 116, 118
- Aptitude214
- Argument overlap 293, 294
- Articles 208, 209
- Articulator331
- Artifacts 56, 62, 65, 68
- Artificial languages 291–294
- Aspect 104–110, 116, 214, 216, 220, 227
- Assessments 36, 40, 48, 50, 51
- Assistive prompt212
- Associations 181, 183
- Asynchronous computer mediated communication152
- Attention 4, 6, 7, 11, 12, 132, 134, 209–211, 213, 220
- Audio recordings 212, 225
- Audio-visual prompts260
- Aurally-presented stimuli213
- Authenticity 153, 158, 163, 165, 259, 261, 262, 265, 272, 273
- Autoethnography64
- Automated Writing Evaluation (AWE)308
- Automatization211
- Automatized explicit knowledge214
- Auxiliaries208
B
- Background knowledge259
- Bare lexical items 209, 217
- Behavioral 132, 134
- Behavioral methods 264, 267
- Behaviors of interest226
- Beliefs 136, 142
- Between-group 35, 37, 38, 40, 41, 50
- Between-subject designs186
- Bi/multilingual norm125
- Bidirectional listening261
- Binary224
- Bonferroni test33
- Bootstrapping129
- Bottom-up approach/models 219, 258
- Brain imaging211
- Breadth of knowledge182
- Breakdown fluency 333, 335, 339
C
- CA(L)F measures315
- CAF 329, 330, 332–335, 337, 340, 345, 347
- CAFFA 329, 330, 332, 335, 337, 338, 341, 343–345, 347
- Calibration271
- Canadian Association of Applied Linguistics371
- Canadian Journal of Action Research361
- Canadian Journal of Applied Linguistics371
- Case study/studies 61–63, 74, 212, 310, 311
- Categorical32
- Challenge statements371
- Chi-square128
- Clarification requests111
- Class observations 91, 95
- Classroom interaction 211, 217, 219, 220
- Classroom management82
- Classroom observations/observation design 110, 212, 310
- Classroom teachers 355, 357–359, 371
- Classroom(based) studies 38, 47, 82, 246
- CLIL95
- Close replication 105, 107–110, 113, 114, 116, 119
- Closed role-plays159
- Co-constructed knowledge131
- “Co-construction” activities220
- Coda consonants235
- Coding 67, 216
- Cognates/cognateness 197, 283, 296
- Cognition Hypothesis344
- Cognitive approaches 210, 211
- Cognitive strategies Cognitive system330
- Cognitive-interactionist138
- Coherence/cohesion 211, 333, 335, 340, 347
- Collaboration 128, 226
- Collaborative dialogues 152, 314
- Collaborative writing 94, 308, 314, 317
- Collocations 181–183, 190–192, 197
- Comfortably intelligible speech234
- Communicative competence 258, 261–263, 265
- Communicative functions 150, 167
- Communicative goal 150, 160
- Communicative impacts209
- Communicative language use305
- Communicative proficiency207
- Communicative tasks 217, 220
- Comparative re-production108
- Competence 5, 7
- Complexity 138, 306, 310, 311, 315, 317, 329, 330, 332, 333, 336, 338, 339, 342–344
- Complexity by coordination 334, 343
- Complexity by subordination334
- Complexity of teaching 81, 82
- Complexity, accuracy, fluency (CAF) 306, 329, 330, 332, 339
- Complexity, accuracy, fluency (CAF) measures 332, 337, 339
- Complexity, accuracy, fluency, functional adequacy (CAFFA) 329, 342
- Component processes in reading 281, 295
- Component words 188, 197
- Comprehensibility 235, 241–243, 245, 247, 248, 335, 340, 347
- Comprehensibility rating 243, 244
- Comprehension accuracy 284, 296
- Comprehension checks111
- Comprehension monitoring 262, 285
- Comprehension practice109
- Comprehension task39
- Computer laboratory213
- Computer-animated production test153
- Computer-based306
- Concept-based instruction214
- Conceptual replication 107, 108, 114, 116
- Conceptualizer331
- Conclusions369
- Concreteness197
- Concurrent data 308, 312, 313, 318
- Concurrent verbal reports265
- Concurrently 213, 219
- Conduct observations130
- Confirmation checks111
- Confirmatory factor analysis (CFA)285
- Confounding358
- Confounding variables358
- Congruency in collocations197
- Conscious213
- Constraints on use183
- Content 335, 336, 340, 347
- Content organization259
- Content-based instruction 80, 81
- Context 81–83, 87, 91, 357, 358, 361, 363, 365, 366, 368
- Contexts of use216
- Continuous32
- Control group 33, 37, 38, 46, 151, 152, 155, 156, 162, 172, 220, 221
- Controlled tasks 216, 218
- Convergent design 84–88, 92, 93, 96, 97
- Convergent validity51
- Conversation analysis (CA) 68, 161
- Conversational maxims of quantity, relation, manner and quality340
- Corpus107
- Corrected effect size correlation114
- Corrective feedback 89, 94, 236, 239–241, 250
- Correlational311
- Correlational research 31, 32, 36, 43, 44
- Counterbalanced138
- Cross-linguistic 337, 342
- Cross-sectional/ cross-sectional research 126, 127, 335
- Cultural conventions150
- Curricular objectives82
D
- Data analysis 365, 367
- Data coding367
- Data consolidation92
- Data transformation92
- Data visualization129
- Declarative knowledge 210, 211, 213, 240
- Decode282
- Deductive 8, 220, 221, 224
- Deductive approach162
- Definite article209
- Delayed posttest 109, 186, 187, 190, 191, 194, 195
- Delivery format259
- Demographics212
- Dependant variable 32, 34, 45, 47
- Depth of knowledge182
- Depth of processing (DoP)314
- Derivational complexity334
- Descriptive 212, 224, 311
- Descriptive results 114, 115
- Descriptive statistics33
- Designs 79, 84–86, 92, 93, 96
- Development 4, 5, 9, 12, 14
- Dialectal features233
- Dialogic224
- Dialogic speaking tasks248
- Dialogue 156, 171, 178
- Dialogue construction tasks 156, 157
- Dichotomous interpretation114
- Digital filter249
- Direct 308, 316, 319–321
- Direct and indirect expressions164
- Directness 153, 161, 164
- Discourse completion tasks (DCTs) 150, 154
- Discourse level processing283
- Discovery-learning 291, 292, 297
- Discursive processes224
- Discussion 365, 368, 369
- Distractors222
- Divergent validity51
- Diversity, equity, inclusion and access (DEIA)22
- Dual commitment 81, 82
- Dual language program87
- During-reading strategies296
- Dyadic task-based interaction134
- Dyads 110, 111
- Dynamic 10, 130, 131, 135
- Dynamic assessment214
E
- Early measures289
- Ecological validity 13, 47, 79, 82, 84, 90, 217, 226, 308, 316, 358, 369, 373
- Educational Action Research361
- Effect size 114, 115, 117
- Electroencephalography (EEG)267
- Elicited imitation tasks213
- Elicited oral imitation test8
- Emergent95
- Emic 212, 215
- Emic (insider) perspective63
- Emotion 56, 59, 60, 64, 65, 70, 71, 73
- Emotional factors135
- Engagement 17, 131, 132, 134, 318, 320, 321
- Enjoyment 87, 88, 93
- Epistemology80
- Error correction360
- Errors 333, 335
- Ethical research226
- Ethics Committee 19, 20, 22
- Ethnography 55, 61, 63, 311
- Etic212
- Event-related brain potentials (ERPs)288
- Evidence of learning 316, 317
- Evidence-based L2 pronunciation teaching 233, 246
- Evidence-based pedagogy287
- Evidence-based practice (EBP) 83, 373
- Exact replication107
- Exempt research studies20
- Exit questionnaire126
- Expedited studies 20, 22
- Experience (or discovery) approach291
- Experimental groups220
- Experimental laboratory methods287
- Experimental research 31, 36, 38, 43, 46, 48, 49
- Expert raters340
- Expertise 131, 139
- Explanations 208, 212, 214, 219
- Explanatory sequential design 88, 89, 97
- Explicit 207, 210–214, 217, 219–221, 224, 225, 228
- Explicit information (EI)109
- Explicit instruction 152, 207, 219–221, 285, 291–293, 297
- Explicit learning 4, 7, 8, 23
- Explicit metapragmatic information156
- Explicit phonetic instruction 236, 240, 250
- Exploratory sequential design 85, 89–91, 97
- Extended text154
- Extension study104
- Extensive reading 286, 290, 291, 299
- External validity140
- Eye tracking 211, 213, 257, 258, 264, 267–271, 273, 274, 308, 312, 362, 377
F
- FA rating scale 334, 340, 341, 345–347
- Face-to-face mode 84, 93
- Factorial design 41, 42, 49
- Feedback 6, 11, 14, 15, 20, 211, 212, 217, 305, 308, 311, 316, 318, 319, 321
- Feedback decisions376
- Feedback processing framework316
- Field notes 63, 66, 68, 130
- Fine-grained measures 333, 335, 336
- First language (L1)259
- First language (L1) transfer215
- First-fixation duration289
- Fixations267
- Fixed95
- Fluency 245, 306, 311, 315, 316, 329, 330, 332, 333, 335, 337, 339, 343, 346
- Fluency development286
- Fluency measures155
- Fluent214
- Focus group interviews87
- Focus on form 39, 306
- Focus on formS39
- Focus on meaning39
- Focused 308, 310, 314, 316, 319
- Focused coding67
- Forced-choice identification task244
- Foreign Language Annals 370, 371, 375
- Foreign language learning9
- Form208
- Form-focused explicit instruction152
- Form-meaning connections138
- Form-meaning mappings109
- Formulaic language/sequences 183, 310
- Formulation306
- Formulator331
- Foundational knowledge 286, 298
- Framework 5, 12, 15
- Frequency 216, 218, 219
- Frequent217
- Functional adequacy 329, 335, 348
- Functional adequacy (FA) 329, 330
- Functional load 235, 245, 247
- Functional magnetic resonance imaging (fMRI)267
- Future directions 355, 356, 369, 373
- Future interlocutors136
G
- Gaze duration289
- General knowledge 283, 284
- General measures337
- Generalizability 13, 18, 82, 163, 226
- Georgetown University Round Table371
- Gestures210
- Global measures333
- Goal theory310
- Goals310
- Graded readers287
- Grammar 207, 208, 210–215, 219, 220, 225–228
- Grammatical concepts 212, 225
- Grammatical functions 182, 183, 187
- Grammaticality judgment test (GJT) 8, 213
- Grit131
- Grounded Theory (GT) 67, 74
- Group-level analyses110
- Groups 106, 110, 115
H
- Head acts157
- Heritage language learning9
- Heritage language speakers105
- High/low frequency vocabulary296
- Higher-level cognitive processes262
- Higher-order comprehension processes284
- Histograms129
- Holistic measures336
- Homogeneity of variance129
- Hypothesis 5, 12, 13, 108, 364
- Hypothesis testing 306, 314
I
- ID factors 44, 46, 49
- Ideal L2 self 61, 133
- Identity 55, 56, 58, 59, 61, 62, 64, 66, 68, 70, 71, 73, 135, 142
- Idiodynamic method 132, 135
- Illocutionary force161
- Imageability197
- Immediate posttest 187, 190, 191
- Implications 355, 365, 368, 371
- Implicit 210, 211, 213, 214, 221
- Implicit instruction152
- Implicit learning 4, 8, 9
- Impressions150
- In-class practices136
- In-situ studies 290, 297
- Inanimate L2 sources136
- Inchoative 219, 221
- Incidental learning 185–187, 189, 193–196
- Incidental vocabulary learning 181, 184, 185, 187, 188, 193–195
- Indefinite article209
- Independent samples t-test128
- Independent variable 32–34, 37, 38, 41, 45, 46, 49
- Independently verified224
- Indirect 308, 319, 320
- Individual differences (IDs) 5, 18, 285, 308
- Individual interviews 133, 134
- Individual vs. collaborative306
- Inductive 8, 220, 221
- Inferences 282–284, 297
- Inferencing 260, 262
- Inferential statistics 33, 46, 48, 211
- Infinitive verb forms217
- Inflectional complexity334
- Inflectional morphemes 208–210
- Information exchange tasks110
- Initial study 104–114, 116, 117
- Input 5, 7, 9–12, 210, 211, 258, 260–263, 266, 272, 273
- Input processing skills286
- Inservice teachers360
- Insider130
- Instructed approach291
- Instructed second language (L2) pronunciation233
- Instructed second language acquisition (ISLA) 3, 355, 363, 375
- Instructed second language acquisition of reading (ISLAR)281
- Instructed settings 3, 4, 7, 9
- Instructional conditions 211, 219
- Instructional contexts 355, 365, 374
- Instructional intervention 182, 184–186, 190, 191, 196, 305
- Instructional materials214
- Instructional methods 149, 151, 152
- Instructional studies 150–153, 159, 164–167
- Instructional support 224, 225
- Instruments 363, 365, 366, 370, 372
- Intact classes 125–128, 138, 140, 218
- Integrated listening tasks262
- Intelligibility 235, 237, 241, 242, 244, 247
- Intelligibility principle235
- Intensive reading 286, 296
- Intentional learning 184, 185, 187, 188, 191–194, 198
- Intentional vocabulary learning 181, 185, 187–189, 194, 199
- Intentions 150, 218
- Interaction110
- Interaction effects 41, 49
- Interactional competence215
- Interactional outcomes 159, 160, 166
- Interactive listening 259, 261, 262, 266, 272, 273
- Interactive models 258, 259
- Intercultural competence 91, 95
- Interdisciplinary research methods 281, 291
- Interlanguage136
- Interlingual homographs283
- Interlocutor individual differences126
- Interlocutors 6, 10, 15, 263
- Internal reliability 40, 50
- Internal validity 140, 217
- Internalized212
- International Association for Task-Based Language Teaching371
- Interpretation 207, 212–214, 227, 365, 367–369
- Interpretive 55, 56, 62, 211
- Interrater coefficients197
- Interrater reliability 51, 224, 367
- Interrogative constructions219
- Intervention studies 181, 186, 187, 196
- Interviews 55–57, 62–64, 66, 68, 70, 71, 131, 134, 212, 213, 219, 264, 265, 278, 308, 310, 312, 318
- Intra-rater reliability51
- Introduction 355, 363
- Introspective techniques312
- Investment 56, 60, 61
- IRIS database 220, 231, 366, 372
- ISLA applied 309, 318–320
- ISLA researchers 355, 357, 371–373
J
- Jargon21
- Journal of Educational Change361
- Journal of Mixed Methods Research80
- Journal of Second Language Teaching and Research370
- Journal of Teacher Action Research361
- Journal of the Scholarship of Teaching and Learning361
- Judgment scales244
- Judgment tasks109
K
- Keystroke logging tools 310, 312, 313
- Knowledge about the world 282, 283
- Kolmogorov-Smirnov goodness-of-fit test128
L
- L1 fluency 84, 94
- L1 reading comprehension285
- L2 anti-ought-to self133
- L2 fluency 84, 85, 93, 94
- L2 grit 132, 136, 141
- L2 immersion217
- L2 learning processes 305, 306
- L2 listening development 257, 272
- (L2) Motivational Self System61
- L2 pragmatics 149–151, 159
- L2 proficiency 32, 35, 36, 43, 44, 284, 296
- L2 pronunciation research methods233
- L2 Spanish 207, 217–220, 224
- L2 speaking84
- L2 speaking or writing activities218
- L2 speech (data) analysis233
- L2 speech instruments233
- L2 speech production138
- L2 vocabulary knowledge259
- L2 writers/writing 93–95, 305, 306, 308, 309, 311–316, 318, 319, 321
- Lab-based studies355
- Labeling224
- Laboratory-based studies 233, 246
- Laboratory research 287, 288, 290, 291
- Language Learning and Technology 371, 375
- Language learning strategies95
- Language program directors 357, 359
- Language socialization 55–57, 62
- Language socialization theory56
- Language Teaching Research 361, 370
- Language testing98
- Language-focused learning286
- Language-related episodes 132, 138, 152, 219, 311
- Large-scale quantitative methods211
- Larger-scale studies310
- Late measures289
- Learner affects93
- Learner gender93
- Learner individual differences (IDs)126
- Learner psychology82
- Learner traits 36, 48
- Learner-generated content94
- Learning 3–7, 9–14, 17
- Learning outcome measures127
- Learning outcomes 149–153, 163–168
- Legitimacy61
- Length (of input)259
- Length-based measures 333–335, 342
- Level of proficiency309
- Levene’s test129
- Lexical complexity 315, 333, 334, 336, 337, 342
- Lexical density336
- Lexical development185
- Lexical diversity 337, 339, 340, 342
- Lexical items 207–209
- Lexical processing283
- Lexical profiles 184, 194
- Lexical richness336
- Lexical sophistication138
- Likert scale 153, 158, 159, 221
- Limitations 364, 369
- Limited Attentional Capacity Model344
- Linguistic complexity 333, 340
- Linguistic knowledge283
- Linguistic self-confidence 138, 139
- Listener characteristics259
- Listener judgments 242, 244
- Listening 257–274
- Listening comprehension 258–262, 264, 273
- Listening strategies 259–261, 266, 273
- Literature review 363–365, 368
- Longitudinal collaboration 358, 359
- Longitudinal projects358
- Longitudinal research 337, 342
- Longitudinal studies 126, 127, 309
- Low-tech218
- Lower-level cognitive processes262
M
- Macro studies 34, 35
- Macro timescales131
- Main effects 41, 42
- Manipulation of tasks 305, 317
- Materials 365, 366, 370, 372
- Meaning 208, 215, 216, 224, 225
- Meaning-focused input286
- Meaning-focused output286
- Meaning-focused reading 286, 296
- Meaningful activity 210–212, 214
- Meaningful interaction134
- Measures 329, 330, 333–339, 342–345, 347
- Mechanical exercises208
- Media resources218
- Mediating variables139
- Mediation58
- Mediational needs212
- Medium 306, 314, 320
- Meta-analysis/analyses 80, 85, 87, 92, 94, 290, 291, 298
- Metacognition259
- Metacognitive Awareness Listening Questionnaire (MALQ)265
- Metacognitive instruction261
- Metacognitive strategies 260, 262, 265
- Metalinguistic 308, 312, 319, 320
- Metalinguistic explanations208
- Metalinguistic understanding 210, 212
- Methodology/methodologies 55, 56, 61, 64, 65, 67, 68, 72–74
- Methods 55, 56, 61, 63, 64, 66, 68, 69, 71, 73–75, 257, 258, 261, 263–268, 272, 273, 358, 362–365
- Methods for assessing learning outcomes 150, 151, 153, 157, 159, 162, 168
- Micro studies 34, 35
- Micro timescales 131, 133
- Microgenesis213
- Missing data129
- Mixed design 37, 41, 50
- Mixed effects modeling198
- Mixed effects models198
- Mixed methods research (MMR) 79, 85, 95
- Mixed methods study 268, 273
- Mobile applications10
- Mobile instant messaging89
- Mobile-mediated dynamic assessment94
- Model 5, 12
- Model of Speech Production 330, 331, 347
- Moderating factors139
- Moderating variables131
- Modern Language Journal370
- Modified graded reader190
- “Modified” or “pushed” output316
- Monitoring306
- Monologic tasks 242, 248
- Mood214
- Morphological complexity 333, 334, 336, 343
- Morphosyntax208
- Motivation 56, 60, 61, 67, 68, 127, 131–134, 136, 259
- Motivation surveys296
- Motivational factors135
- Motivational regulation strategies95
- Multi-word expressions296
- Multimedia 259, 260, 273
- Multimodal 64, 66, 69
- Multiple choice task292
- Multiple regression128
- Multiple scoring systems188
- Multiple-choice questions 259, 262
- Multiword items(units, MWU) 181–186, 188, 189, 197–199
N
- Narrative data134
- Narrative inquiry 55, 61, 70, 71, 74
- Narrative review80
- Narrative synthesis15
- Narratives 132, 134
- Native-speaker variety215
- Nativeness principle235
- Naturally-occurring interactions159
- Negotiating225
- Negotiation of/for meaning 6, 110, 111
- Netnography64
- Neuroimaging methods 264, 267
- Neuroimaging research210
- Neurological evidence238
- Non-cognates 283, 296
- Non-conscious210
- Non-expert raters 340, 341, 345–347
- Non-normality129
- Non-redundant measures338
- Non-standard grammatical features215
- Non-target-like L2 use215
- Non-university contexts130
- Non-veridicality 265, 266
- Nonnative-accented speech234
- Nontarget form241
- Normality129
- Normality test of sphericity129
- Norms of language use150
- Northeast Conference on the Teaching of Foreign Languages371
- Note-taking259
- Noticing 306, 313, 314
- Noticing hypothesis151
- Null hypothesis significance testing 33, 114
- Number of fixations289
- Number of regressions from and to a word289
O
- Objectivist, positivist paradigm62
- Observable linguistic behavior213
- Observational311
- Observational research 31, 32, 36, 44
- Observational studies296
- Observations 55–57, 62–66, 68
- Observer effect 125, 130, 138, 139
- Offline measures 288, 297
- Offline tests 109, 288
- Online tests109
- Onset consonants235
- Ontology80
- Open Accessible Summaries in Language Studies (OASIS)371
- Open coding67
- Open role-plays 159–161
- Open science128
- Open Science Framework295
- Open-ended 213, 216–218
- Open-ended questions259
- Operationalize 3, 7, 21, 213, 214
- Oral corrective feedback361
- Oral DCTs 155, 158
- Oral tasks 337, 341, 344
- Oral vs. written mode306
- Orthographic knowledge283
- Orthography-phonology mapping292
- Ought-to L2 self 61, 133
- Outcomes 305–307, 318
- Outliers89
- Outsider130
- Overall complexity 333, 334, 342
- Overall proficiency in the target L2259
- Overtly282
P
- Paper-and-pencil test218
- Paper-based306
- Paradigm 55, 56, 61
- Paradigm war80
- Paragraph-level218
- Paralinguistic cues263
- Partial and full knowledge190
- Partial knowledge188
- Partial replication360
- Participant attrition 127, 128
- Participant bias46
- Participant fatigue217
- Participant profiles111
- Participant’s L1151
- Participants 360, 363–366
- Passion 131, 136, 141
- Passives 215, 216
- Past interlocutors136
- Pause length155
- Pearson correlation128
- Pedagogical effectiveness214
- Pedagogical implications81
- Pedagogically-relevant knowledge 306, 307
- Peers214
- Percentages216
- Perception and beliefs about corrective feedback360
- Perception-first view 238–240
- Perceptual Assimilation Model (PAM)238
- Perseverance 131, 136, 141
- Person-in-context61
- Perspective taking285
- Phonetic instruction239
- Phonetic plan331
- Phonics training292
- Phonological complexity333
- Phrasal complexity 334, 336, 343
- Phraseological complexity333
- Physical context218
- Pictorial modality259
- Picture description tasks (PDTs) 207, 217, 218, 223, 242, 243, 245, 248, 249
- Picture word matching292
- Pilot 16, 17, 19, 20
- Pilot testing 217, 218, 226, 227
- Playback control259
- Politeness 152–154, 161, 164, 173
- Population validity47
- Post-positivist (paradigm)61
- Post-reading questionnaire290
- Postmodernist (paradigm)61
- Posttest 126, 127
- Power 33, 34, 44, 48, 49
- Power analysis 33, 34
- Practical relevance 82, 83, 97
- Practice 239, 240, 246
- Practice effect138
- Practice opportunities 236, 239–241, 250
- Practice-based research (PBR) 83, 373
- Practitioners 81–84, 97, 98, 357, 360, 370, 373
- Pragmalinguistics 168, 179
- Pragmatic knowledge 149–152, 165–168, 180
- Pragmatic processing262
- Pragmatic-related episodes156
- Pragmatically215
- Pragmatics 94, 98
- Pragmatism 80, 81
- Pre-/posttest design151
- Pre-empt221
- Pre-reading strategies296
- Pre-registration112
- Pre-verbal message331
- Predictions 283, 285, 295
- Prefixes208
- Pretest127
- Pretest-posttest-(delayed posttest) designs311
- Primary-interest predictors 293, 296
- Priming 288, 296, 299
- Prior experience with the L2131
- Prior knowledge 125, 130
- Prior student relationships126
- Probability of word skipping289
- Problem-solving tasks213
- Procedural knowledge 210, 211, 214, 240
- Proceduralized4
- Procedures 365, 367
- Process-oriented approaches 257, 308
- Processes 211, 213, 215, 219, 224–226
- Processing tasks 213, 214
- Product-oriented approach 263, 308, 320
- Production 207, 213–216, 218, 223
- Productive 211, 216
- Productive knowledge 182, 183, 190
- Productive modalities214
- Productive vocabulary knowledge181
- Productive writing and speaking133
- Products225
- Professional development 357, 359
- Proficiency 131–133, 135, 142
- Prominence218
- Prompts 241, 242, 244
- Pronounceability197
- Pronouns208
- Pronunciation 233–242, 245–256
- Pronunciation errors 235, 241
- Propensity score matching291
- Propositional complexity 333, 335
- Prosody 164, 168
- Protocol 13, 14, 20–22
- Pseudowords 191, 193, 194
- Psycholinguistics220
- Psychological and physiological impact166
- Psychological constructs 36, 51
- Publication bias128
Q
- Q-Q plots129
- Qualitative 55, 56, 61–63, 67, 72, 73
- Qualitative research 55, 56, 59, 61, 67, 72
- Qualitative research synthesis72
- Qualitative techniques290
- Quasi- and true experimental311
- Quasi-experimental in-situ design296
- Quasi-experimental study38
- Questionnaires 66, 80, 84–91, 93–95, 134, 264, 265, 312
R
- Random group assignment38
- Randomized223
- Rate7
- Rater training 337, 338, 344–347
- Reaction time measures211
- Reactivity 46, 265, 266, 312, 313
- Reader motivation290
- Reading 281–299
- Reading comprehension 281–291, 293–295, 297–299
- Reading development 281, 284, 285, 287, 298
- Reading fluency 284, 290, 294, 296, 298
- Reading tasks248
- Reading time 288, 294
- Reading-aloud tasks242
- Real-time (online) processing288
- Real-time ability210
- Real-time measures288
- Recall tests 187, 188
- Receptive listening and reading skills133
- Receptive modalities214
- Receptive vocabulary knowledge181
- Recognition tests 187, 188
- Recruitment 129, 130
- Redundant343
- References 369, 370
- Reflective journals 91, 95
- Reflexivity 67, 71, 72
- Reformulations241
- Relevant responses218
- Reliability scores249
- Reliable/reliability/reliability measures 15, 18, 40, 41, 47, 50, 51, 197, 338, 341, 343, 344, 346
- Repair fluency 333, 335, 339, 343
- Repeated-measures (counterbalanced) designs311
- Replication Recipe template 112, 113
- Replication research 103, 105, 107, 111, 114–116, 118, 360
- Replication study 104–108, 110–113, 116–118
- Reproduction tasks39
- Request strategies 152, 161, 172, 178, 179
- Requests 152, 154, 156, 159, 161, 165, 166, 169, 170, 172, 177
- Research design 358, 360, 365, 373
- Research methods 355, 356, 358, 362, 363
- Research questions 103–107, 111, 118, 362, 364–366, 368
- Research report 355, 362, 363
- Researcher bias46
- Researcher-practitioner collaboration 233, 250
- Researcher-teacher collaboration 356, 357, 360
- Response latency288
- Response modality259
- Restructuring 316, 321
- Results 358, 363, 365–370, 372
- Retrospective techniques312
- Retrospective verbal reports 265, 266
- Retrospectively213
- Right to speak 60, 61
- Robot-assisted instruction152
- Role-plays 150, 153, 154, 159, 161, 163–168, 175
- Route7
- Rule formation225
S
- Saccades267
- Sample 31–34, 43, 46–48, 50
- Sample size151
- Sample size planning128
- Sampling 34, 47, 50
- Scaffolded feedback89
- Scaffolding58
- Scalar judgments243
- Scatterplots129
- “Scientific” grammatical concepts214
- Scoring scheme224
- Screen-capture technologies312
- Second language acquisition (SLA)3
- Second language learning 9, 23
- Second Language Research 370, 375
- Segmentals 236–238, 241, 250
- Self-assessed proficiency87
- Self-monitoring135
- Self-paced reading 109, 281, 293
- Self-perceived communicative competence 138, 139
- Self-regulated activity212
- Self-report questionnaire138
- Semantic 213, 220, 221
- Semantic processing262
- Semi-structured 87, 89, 91
- Shapiro-Wilk tests129
- Simple view of reading 284, 285
- Simplification strategies217
- Single words296
- Single-word units183
- Skill acquisition theory 151, 240
- Small sample sizes 125, 128, 129
- Social 129, 132, 134, 137
- Social approaches 210–212
- Social context 56, 58, 60, 62, 70, 71, 73
- Social distance 158, 164
- Social factors135
- Social interaction98
- Social media93
- Sociocognitive226
- Sociocultural context149
- Sociocultural Theory151
- Sociolinguistically215
- Sociopragmatics179
- Sophistication 334, 336, 343
- Southwest Conference on Language Teaching371
- Spanish 207, 225
- Spanish pronoun se219
- Speaker characteristics259
- Specific measures 335, 336
- Speech act 152–156, 162, 164, 165, 167, 169
- Speech community233
- Speech modalities 233, 236
- Speech perception 236, 238, 239, 241, 250
- Speech plan331
- Speech production 238–241, 244, 250
- Speech production accuracy238
- Speech rate 155, 259
- Speed fluency 333, 335, 339, 343
- Spillover effects217
- Spontaneous interactions160
- Stages219
- Standard variety214
- Statistical assumptions 128, 140
- Statistical conclusion validity 31, 45, 48, 52
- Stimulated recalls 111, 265, 266, 270, 308, 313, 361
- Strategy-based instruction261
- Students’ and teachers’ roles310
- Studies in Second Language Acquisition 366, 370, 373, 375
- Studies in Second Language Learning and Teaching 371, 375
- Study abroad 9, 10, 89, 94, 98, 217, 310
- Study report362
- Sublexical processing283
- Suffixes208
- Summability197
- Sunshine TESOL state conference371
- Suprasegmentals 236–238, 241, 250
- Survey research 264–266
- Symbol-picture matching292
- Syntactic and lexical mitigations167
- Syntactic complexity 138, 259, 315, 333–337, 339, 340, 342, 348
- Syntactic processing283
- Syntax208
- Synthesis 150, 151
- System (journal) 366, 375
T
- T-test 37, 40, 41
- Tables and figures370
- Tailor-made instruments133
- Target features127
- Target form 240, 241
- Target language 151, 152, 163
- Target language input282
- Target pragmatic features 151, 154
- Target structure 39, 41, 208, 214–219, 221, 225
- TASK371
- Task characteristics 259, 260
- Task complexity 45, 138–140, 306, 307, 311–313, 317, 362
- Task complexity factors 306, 307
- Task engagement 317, 321
- Task implementation conditions306
- Task modality 306, 307, 335, 340, 348
- Task motivation317
- Task requirements 335, 340, 347
- Task type 335, 337, 338, 340, 344, 347, 348
- Task-based approach 152, 168
- Task-based language teaching (TBLT) 138, 330, 358
- Task-specific motivation 132–134
- TBLA 330, 332, 334
- TBLT 332, 334, 359, 361, 372
- TBLT Language Learning Task Bank (tblt.indiana.edu)366
- Teacher beliefs93
- Teacher emotions 59, 60
- Teacher identity78
- Teacher individual differences 125, 126
- Teacher training program 356, 360
- Teacher vision and motivation95
- Teacher-researcher 356, 360, 361
- Teacher-researcher collaborations 355, 363
- Teacher’s motivational strategies318
- Teachers 208, 214, 226–228
- Teachers’ accents94
- Teaching materials 91, 95
- Technology 217, 218, 227, 257, 264, 267, 274
- Technology-enhanced simulations153
- Technology-mediated pragmatics152
- Tense214
- TESL Canada Journal371
- TESOL Quarterly 371, 375
- Test modes93
- Test-retest reliability40
- Test-taking strategies 268, 269
- Testing vocabulary knowledge181
- Tests eliciting vocabulary knowledge187
- Thematic coding224
- Theoretical coding67
- Theory 5, 11, 12, 14–16
- Think-alouds 213, 265, 266, 290, 296, 308, 312, 314, 315, 319, 320, 362
- Time constraints259
- Time gaps218
- Time pressure 213, 221
- Time-based measures333
- Top-down 8, 13
- Top-down models258
- Topic familiarity283
- Topic selection49
- Total reading time289
- Trade-off hypothesis344
- Training 129, 136
- Transcription task244
- Transcripts 220, 224
- Translanguaging 137, 142
- Triadic Componential Framework344
- Triangulating 133, 225, 268, 272, 273, 361
- TSLT (task supported language teaching)162
- Type I and Type II33
- Type of linguistic item 309, 318
- Types of tasks 259, 266
U
- Unacceptable 215, 217, 221
- Unequal variances129
- Unfocused 308, 319, 320
- Universal mental processes 210, 212
- University bias130
- Uptake316
- Usage110
- Use 207–216, 218–220, 224
- Use of hesitations and pauses259
- Use of metacognitive strategies 259, 264
- Use of reading strategies283
- Use of visuals259
V
- Valid measures 338, 343
- Valid/validity 13, 15, 31, 36, 40, 44–52, 214, 226, 264–266, 269, 272, 273, 341, 344, 345, 347
- Variable(s)32
- Verb meanings 215, 221
- Verbal modality259
- Verbal report data 268, 269
- Verbal reports 264–266, 271, 272
- Verbal self reports211
- Veridicality 312, 313
- Video abstracts371
- Video conference mode84
- Video recording 130, 225
- Virtual interlocutor153
- Visual cues260
- Visual display92
- Vocabulary components approach 182, 196
- Vocabulary knowledge 181, 182, 184–188, 191, 193, 196, 198, 199
- Vocabulary Levels Test 190, 194
- Vocabulary profiling software194
- Vocabulary size 285, 290, 296
- Vocabulary test formats187
- Voice 214, 216
- Vulnerable population129
- Vygotskian sociocultural theory (SCT)57
W
- WCF processing312
- Willingness to communicate (WTC) 60, 132, 135, 245
- Willingness to read290
- Within-group 35, 37, 41, 50
- Within-group effect sizes114
- Within-subject designs186
- Word families184
- Word limits218
- Word parts 181–183
- Word properties 198, 199
- Word reading (decoding)284
- Word recognition262
- Word-to-text integration (WTI) 288, 293, 296
- Working memory 210, 211
- Working memory capacity259
- Writing processes 306, 307, 309, 311
- Writing tasks 305, 306, 317, 318
- Written autobiographical reflections133
- Written corrective feedback (WCF) 305, 308
- Written DCTs155
- Written L2 development 305, 309, 310
- Written languaging 308, 312, 313
- Written stimuli213
- Written tasks211
Z
- Zone of proximal development (ZPD)58
