Volume 12, Issue 3     Editorial (2)
Second language acquisition and pedagogy The area of second language acquisition (SLA) research shares many similar characteristics with other social and behavioral sciences. For instance, it aims to describe, explain, predict, and/or understand various complex phenomena pertinent to the processes of SLA. It is also very much interdisciplinary in nature, comprising the elements of psychology, linguistics, sociology, anthropology, and education. The area of SLA research also intends to offer important insights and implications for not only the learning processes among many individual students but also the classroom teaching processes among language teachers, curricula and other policy-making processes at the school and local government levels, and yet broader social and global language issues (such as bilingualism and language policy). Like many other social and behavioral sciences, it intends to elucidate the interplay between individual and social entities. This special issue of Second language acquisition and pedagogy investigated various phenomena concerned with the processes of SLA and teaching. It pragmatically combined the areas of SLA and second/foreign language teaching studies to uncover cutting-edge knowledge useful to individual students and teachers. This knowledge will also be of interest to many school, university, and government policy makers. In addition, partly due to its interdisciplinary nature, the nine studies included in this issue adopted various research methods, ranging from orthodox experimental/quantitative methods to observational/interview qualitative methods. As for more specific topics, this special issue encompassed the following three components of the processes of SLA: (1) input and interaction, (2) teacher talk, and (3) learner variables (such as motivation and self-efficacy). It also covered six components of the actual learning and teaching processes: (4) form-focused instruction, (5) computer-assisted language learning (CALL), (6) microteaching, (7) study abroad, (8) language teaching methodology, and (9) teaching listening, speaking, reading and/or writing skills. Here are succinct descriptions of the nine articles. Related to the topics of (1) input and interaction and (2) teacher talk, Lorrie S. Verplaetse studied the mechanisms of input modifications and zone of proximal development (ZPD). Regarding the topics of (1) input and interaction and (3) learner variables, Jaya S. Goswami and Hilda I. Garcia studied the use of code-switching while identifying the students' motivation and perceptions. As for the topic of (4) form-focused instruction, Gregory Thompson and Alan V. Brown studied the effects of a brief form-focused prompt on grammatical and orthographic accuracy. Joellen E. Coryell and M. Carolyn Clark elaborated on the usefulness of online language practice, related to the topic of (5) computer-assisted language learning (CALL). The topic of (6) microteaching settings was explored in the article by Hoe Kyeung Kim. Joye Smith presented her study on a similar topic, as well. The topic of (7) study abroad was elaborated on by Riikka Ullakonoja and Hannele Dufva. Janis Massa presented her historical view on the topic of (8) language teaching methodology. Finally, Su-Yueh Wu compared the effects of Reader Theatre and paraphrasing on idiom retention related to the topic of (9). Another special issue of Second language acquisition and pedagogy is expected in 2010 with slightly different foci. Hiroshi Matsumoto, Ph.D. Feature Editor, Second Language Acquisition and Pedagogy Associate Professor of Second Language Acquisition and Japanese Soka University of America E-mail: firstname.lastname@example.orgCFP for LANGUAGE-2 issue Second language acquisition and pedagogy
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