Nihat Polat (editor) - Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills

Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills brings together the essentials of second language acquisition (SLA) theory, research, and second language (L2) pedagogy. Uniquely, the design of this book helps researchers and practitioners make explicit connections between theory, research, and practice; learn about and conduct classroom research to contribute to the relevance and applicability of SLA research; and improve current L2 curriculum and instruction in light of current theory and research.

This volume offers critical reviews of the most relevant, current SLA theory and research about receptive, productive, complementary, and nonverbal communication skills, as well as willingness to communicate (WTC). Each chapter is formatted to include five major topics about each language skill: (1) major theories, (2) critical reviews of salient/current research, (3) commonly used data collection and analysis techniques, (4) summary of specific pedagogical implications of pertinent research and theory, and (5) theory and research-driven scenarios/activities that can be used in teaching.

A teacher or a researcher can pick any chapter in this volume to learn about the most important language skills (e.g., reading, writing, nonverbal communication), while having all-in-one-place access to almost everything they would need.

Nihat Polat is a professor in the Department of Instruction and Leadership at Duquesne University, USA.

Tammy Gregersen is a professor of Teaching English to Speakers of Other Languages (TESOL) at the American University of Sharjah in the United Arab Emirates.

Peter D. MacIntyre is a professor of psychology at Cape Breton University, Canada.

Edited by Nihat Polat, Tammy Gregersen, and Peter D. MacIntyre

First published 2020

by Routledge

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2020 Taylor & Francis

The right of Nihat Polat, Tammy Gregersen and Peter D. MacIntyre to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

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ISBN: 978-1-138-48742-0 (hbk)

ISBN: 978-1-138-48743-7 (pbk)

ISBN: 978-1-351-04328-1 (ebk)

Typeset in Times New Roman

by Newgen Publishing UK

Nihat Polat, Tammy Gregersen, and Peter D. MacIntyre

Rebecca Oxford

Keiko Koda

Jimin Kahng

Charlene Polio and Matt Kessler

Diane Larsen-Freeman

Yuliya Ardasheva, Tao Hao, and Xue Zhang

Laura Mahalingappa and Nihat Polat

Tammy Gregersen and Peter D. MacIntyre

Peter D. MacIntyre, Samantha Ayers-Glassey, and Tammy Gregersen

Peter D. MacIntyre, Tammy Gregersen, and Nihat Polat

Nihat Polat is a professor in the Department of Instruction and Leadership at Duquesne University. He teaches both graduate and undergraduate courses in the areas of L2 learning, teaching and assessment, teacher education, and the education of immigrant and minority populations in K-12 schools. He has published two books and more than 25 peer-reviewed journal articles, among others. His book titled L2 Learning, Teaching, and Assessment: A Comprehensible Input Perspective was published by Multilingual Matters. He also recently coauthored (with Laura Mahalingappa and Terri Rodriguez) a book titled Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Todays Classrooms (Rowman and Littlefield). He is a consulting editor for the Journal of Educational Research.

Tammy Gregersen, a professor of TESOL at the American University of Sharjah in the United Arab Emirates, received her MA in education and her PhD in linguistics in Chile, where she also began her academic career. She is a coauthor, with Peter MacIntyre, of Capitalizing on Language Learner Individuality and Optimizing Language Learners Nonverbal Communication in the Language Classroom. She is also a coeditor, with Peter MacIntyre and Sarah Mercer, of Positive Psychology in SLA and Innovations in Language Teacher Education. She has published extensively in peer-reviewed journals and contributed numerous chapters in applied linguistics anthologies on individual differences, teacher education, language teaching methodology, positive psychology, and nonverbal communication in language classrooms. She is passionate about exploring other cultures and has enjoyed the opportunities that participation in international conferences around the world and Fulbright scholar grants to Chile and Costa Rica have provided.

Peter D. MacIntyre is a professor of psychology at Cape Breton University. His research focuses on the psychology of language and communication. He has published more than 100 articles and chapters on language anxiety, willingness to communicate, motivation, and other topics. He has coauthored or coedited books on topics including positive psychology in SLA, motivational dynamics, nonverbal communication, teaching innovations, and capitalizing on language learner individuality. His awards include recognition for teaching excellence (Atlantic Association of Universities), the Gardner Award (International Association for Language and Social Psychology), and the Mildenberger Prize (Modern Language Association) for contributions to the study of language.

Yuliya Ardasheva is an assistant professor of English as a second language/bilingual education (ESL/BL) at Washington State University. Her research focuses on (a) ESL/BL teacher preparation; (b) the interplay between second language and academic development, with an emphasis on technical and academic vocabulary; and (c) individual differences. She has recently served as an editorial board member and as a special issue guest editor for TESOL Journal. Yuliya has contributed book chapters to such volumes as The Routledge Handbook of Research Methods in Applied Linguistics (Routledge, 2020) and Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers