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. The 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 everythingthey would need.

1) Introduction (Nihat Polat, Tammy Gregersen, and Peter MacIntyre) 2) Teaching and researching listening skills: Theory and research-based practices (Rebecca Oxford) 3) Theory-guided reading instruction in second language classrooms (Keiko Koda) 4) Teaching and researching speaking skills: Theory and research-based practices (Jimin Kahng) 5) Teaching L2 writing: Connecting SLA theory, research, and pedagogy (Charlene Polio and Matt Kessler) 6) Teaching and researching grammar skills: Theory and research-based practices (Diane Larsen-Freeman) 7) Pedagogical implications of current SLA research for vocabulary skills (Yuliya Ardasheva, Tao Hao, and Xue Zhang) 8) Teaching and researching pronunciation skills: Theory and research-based practices (Laura Mahalingappa and Nihat Polat) 9) Teaching and researching nonverbal communication skills: Theory and research-based practices (Tammy Gregersen and Peter MacIntyre) 10) Teaching and researching pragmatics and willingness to communicate skills: Theory and research-based practices (Peter MacIntyre, Samantha Ayers-Glassey, and Tammy Gregersen) 11) Conclusions and future directions (Peter MacIntyre, Tammy Gregersen, and Nihat Polat)

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