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Language acquisition in foreign language contexts and the differential benefits of interaction

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Language acquisition in foreign language contexts and the differential benefits of interaction. / Philp, Jenefer; Tognini, Rita.
In: International Review of Applied Linguistics in Language Testing, Vol. 47, No. 3-4, 10.2009, p. 245-266.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Philp, J & Tognini, R 2009, 'Language acquisition in foreign language contexts and the differential benefits of interaction', International Review of Applied Linguistics in Language Testing, vol. 47, no. 3-4, pp. 245-266. https://doi.org/10.1515/iral.2009.011

APA

Philp, J., & Tognini, R. (2009). Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics in Language Testing, 47(3-4), 245-266. https://doi.org/10.1515/iral.2009.011

Vancouver

Philp J, Tognini R. Language acquisition in foreign language contexts and the differential benefits of interaction. International Review of Applied Linguistics in Language Testing. 2009 Oct;47(3-4):245-266. doi: 10.1515/iral.2009.011

Author

Philp, Jenefer ; Tognini, Rita. / Language acquisition in foreign language contexts and the differential benefits of interaction. In: International Review of Applied Linguistics in Language Testing. 2009 ; Vol. 47, No. 3-4. pp. 245-266.

Bibtex

@article{2cca0fe95f3a4f5e896737e840570484,
title = "Language acquisition in foreign language contexts and the differential benefits of interaction",
abstract = "This paper specifically focuses on the findings of research on interaction in foreign language contexts in which time and L2 input are both limited. Although theoretical work on the relationship between interaction and second language development has placed great emphasis on the benefits of input, feedback and modified output when they arise from meaningful communication between learners in L2 settings, these aspects have not been greatly considered in a range of FL contexts. The authors argue for the need for further research on the nature and outcomes of interaction in this setting, and particularly on how interactional features and effects differ according to instructional context. Such research needs to explore the extent to which interaction facilitates L2 development in contexts where target-like input and opportunities for interaction are greatly limited.",
author = "Jenefer Philp and Rita Tognini",
year = "2009",
month = oct,
doi = "10.1515/iral.2009.011",
language = "English",
volume = "47",
pages = "245--266",
journal = "International Review of Applied Linguistics in Language Testing",
issn = "1613-4141",
publisher = "Walter de Gruyter GmbH & Co. KG",
number = "3-4",

}

RIS

TY - JOUR

T1 - Language acquisition in foreign language contexts and the differential benefits of interaction

AU - Philp, Jenefer

AU - Tognini, Rita

PY - 2009/10

Y1 - 2009/10

N2 - This paper specifically focuses on the findings of research on interaction in foreign language contexts in which time and L2 input are both limited. Although theoretical work on the relationship between interaction and second language development has placed great emphasis on the benefits of input, feedback and modified output when they arise from meaningful communication between learners in L2 settings, these aspects have not been greatly considered in a range of FL contexts. The authors argue for the need for further research on the nature and outcomes of interaction in this setting, and particularly on how interactional features and effects differ according to instructional context. Such research needs to explore the extent to which interaction facilitates L2 development in contexts where target-like input and opportunities for interaction are greatly limited.

AB - This paper specifically focuses on the findings of research on interaction in foreign language contexts in which time and L2 input are both limited. Although theoretical work on the relationship between interaction and second language development has placed great emphasis on the benefits of input, feedback and modified output when they arise from meaningful communication between learners in L2 settings, these aspects have not been greatly considered in a range of FL contexts. The authors argue for the need for further research on the nature and outcomes of interaction in this setting, and particularly on how interactional features and effects differ according to instructional context. Such research needs to explore the extent to which interaction facilitates L2 development in contexts where target-like input and opportunities for interaction are greatly limited.

U2 - 10.1515/iral.2009.011

DO - 10.1515/iral.2009.011

M3 - Journal article

VL - 47

SP - 245

EP - 266

JO - International Review of Applied Linguistics in Language Testing

JF - International Review of Applied Linguistics in Language Testing

SN - 1613-4141

IS - 3-4

ER -