Acceso usuarios
Andrew Schneider, Sanghee Kang
For the last few decades, with a strong interest in the connection between research and pedagogy, a considerable number of theoretical and empirical studies have led to an emergence of instructed second language acquisition (ISLA) within the discipline of Second Language Acquisition (Han and Nassaji 2019; Loewen and Sato 2017; Long 2017). Defined as ‘a theoretically and empirically based field of academic inquiry that aims to understand how the systematic manipulation of the mechanisms of learning and/or the conditions under which they occur enable or facilitate the development and acquisition of a language other than one’s first’ (Loewen 2015: 2), the field of ISLA is interested in areas such as language learning processes, outcomes, instructions, the targets of second language (L2) instruction, instructional environments, and individual differences (Loewen and Sato 2017).
This edited volume consists of an introductory chapter that reviews major theories in ISLA followed by four parts that are devoted to empirical studies focusing on four selected dimensions of ISLA: instruction (Chapters 2–4), learning processes (Chapters 5–8), learning outcomes (Chapters 9–11), and learner and teacher psychology (Chapters 12–14). Sato and Loewen begin with a brief overview of prominent theories commonly researched in ISLA. The authors seek to bridge the gap between research and pedagogy with empirical studies. To that end, the opening chapter provides a brief outline of theories (cognitive and sociocultural), teaching approaches (e.g., task-based language teaching, concept-based instruction (C-BI), and computer-assisted language learning), learning processes (e.g., attention, engagement, medium of instruction, and individual differences), learning outcomes (e.g., goals on instruction), learner psychology (e.g., learner self-image and social network), and teacher psychology (e.g., teacher’s L2 learning experience).
