Frontmatter -- Contents -- Investigating Instructed Second Language -- Acquisition -- Investigating cognitive and processing mechanisms -- in instructed SLA -- Instructed learners’ fluency and implicit/explicit -- language processes -- Psycholinguistic aspects of gender acquisition in -- instructed GFL learning -- Language analytic ability and oral production in a -- second language: Is there a connection? -- Formal instruction and the acquisition of verbal -- morphology -- Investigating the role and effects of form-focused -- instruction -- Teaching marked linguistic structures – more about -- the acquisition of relative clauses by Arab learners of English -- The importance of form/meaning mappings in explicit -- form-focused instruction -- Structure complexity and the efficacy of explicit -- grammar instruction -- Focus on formS as a means of improving accurate -- oral production -- Instructed Second Language Vocabulary Learning: The -- fault in the ‘default hypothesis’ -- Investigating the role and effects interaction and -- Communication-Focused Instruction -- Negative feedback and learner uptake in analytic -- foreign language teaching -- Noticing and the role of interaction in promoting -- language learning -- Interactional strategies for interlanguage -- communication: Do they provide evidence for attention to form? -- Assessment of the role of communication tasks in -- the development of second language oral production skills -- Language learning in content-based -- instruction -- Effects of teacher discourse on learner discourse -- in a second language classroom -- Comparing the effects of instructed and -- naturalistic L2 acquisition contexts -- Second language acquisition in a study abroad -- context: A comparative investigation of the effects of study abroad and -- foreign language instruction on the L2 learner’s grammatical -- development -- The effect of type of acquisition context on -- perception and self-reported use of swearwords in L2, L3, L4 and -- L5 -- Backmatter

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Methods in current instructed second language acquisition research range from laboratory experiments to ethnography using non-obtrusive participant observation, from cross-sectional designs to longitudinal case studies. Many different types of data serve as the basis for analysis, including reaction times measurements, global test scores, paper and pencil measures, introspective comments, grammaticality judgements, as well as textual data (elicited or naturalistic, oral or written, relating to comprehension or production). Some studies rely on extensive quantification of data, while others may favour a more qualitative and hermeneutic analytic approach. Many of these issues and methods are exemplified by the contributions to this volume. Data-based studies included here deal with the acquisition of specific linguistic phenomena (e.g. verb and noun morphology, lexicon, clause structures) in a range of target languages (e.g. English, French, German, Russian) from a variety of settings involving different instructional approaches (e.g. traditional foreign language classes, immersion classes, intensive ESL classes, content and language integrated language classes). Collectively, the chapters in this book illustrate the productivity and diversity of current research on instructed second language acquisition. As such they serve as a valuable resource for researchers in SLA, psycholinguistics, linguistics, and language education.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 28. Feb 2023)