Input Interaction and Corrective Feedback in L2 Learning

PART ONE: Theoretical foundations and methodological approaches
1. 'Introduction to the roles of input, interaction and feedback in L2 learning' - This chapter describes the historical background leading up to what has now become known as the 'interaction approach' and describes some important constructs used in the field.
2. 'Methodology in interaction research' - This chapter describes typical task types and goes on to explore methodological considerations and innovations in interaction research.

PART TWO: Contextual and instructional factors and applications in interaction-driven L2 learning
3. 'Classrooms, laboratories and interlocutors' - This chapter discusses classroom versus laboratory studies but also goes beyond this and explores distinctions in classroom orientation, and interlocutors, particularly classroom peers and instructors.
4. 'Tasks and the provision of learning opportunities in interaction' - This chapter includes discussion of the increasingly widely used classroom techniques of task-based language teaching (TBLT) and focus-on-form instruction (FFI).

PART THREE: Cognitive and learner differences influencing the interaction-learning relationships
5. 'Learner characteristics: Age and interaction-driven L2 learning' - This chapter focuses on research among children and older adults (age groups previously under-represented in research).
6. 'Cognitive processes: The role of working memory in interaction-driven learning' - This chapter includes discussion of different models of working memory (WM), an overview of WM, and its associated constructs of phonological short-term memory (PSTM) and attention, and suggestions for future research.

PART FOUR: Understanding and extending interaction research
7. 'Negotiation, corrective feedback and recasts in SLA' - This chapter looks at the ways in which functions such as deciphering incomprehensible input, receiving negative feedback, being provided with positive evidence, producing modified output, and noticing 'gaps' can help learners restructure their use of the second language.
8. 'Driving interaction research forward' - This concluding chapter explores three particularly important directions for future interaction research: the social, the cognitive, and the pedagogical.

The book also includes an extensive bibliography and an index.