Index

Rosemary Erlam; Jenefer Philp; Diana Feick

doi:10.1017/9781108869812.012

Index

accommodations, 35

accuracy, 74, 78, 87

activities, classroom, 3, 11, 15, 26, 32, 38, 41, 52, 57, 66, 70, 74, 76, 78, 80, 95, 110, 123, 130, 143, 149, 151, 153–155

authentic, 28, 30, 51, 73, 142, 148, 150, 162

challenging, 7–9, 14–16, 28, 33, 56–58, 69, 73, 165

enjoyable, 8, 9, 23, 25, 29–31, 54, 104, 132, 150

adolescence

anxiety, 2, 17, 75

cognitive change, 2–3

confidence, 2, 3, 35, 86, 133

emotional change, 1–4

importance of peers, 3, 11–14, 27, 29, 125, 132

insecurity, 2, 160

physical change, 1

self-esteem, 12, 35

social change, 1, 3, 8

affordances, 145, 147–149, 150, 156, 166

analytic ability. See metalinguistic awareness

aptitude, language, 20–23

language analytic ability, 21, 159

phonemic encoding ability, 21

working memory, 22, 118

artificial intelligence, 143

assessment, 35–39, 117, 120, 138, 146–148

attention, 2–3, 22, 26, 34, 55, 58, 62, 65–66, 69, 74, 77–78, 86, 87, 89, 90–93, 94, 95, 96, 99, 101, 104, 112, 115, 124, 125, 131, 163, 166

automated speech recognition, 143

automatisation, 114, 116, 123

autonomy, 7, 9, 32, 79, 148, 164

classroom

environmental challenge, 14, 34, 52, 73, 158

environmental support, 1, 14, 20, 29, 31, 76, 86, 158, 167

positive environment, 1, 4–7, 12, 126, 129

cognitive perspective/theory, 84, 85, 114

collaboration, 5, 6, 138–139, 150

comity, 11

communication

digital/online, 136, 139–140

meaningful, 73, 74, 96, 120–124, 126–129, 162, 163

competence

communicative, 125, 126–129, 138

digital, 136–137, 138–140

intercultural, 33, 137, 138, 149, 157

computer-assisted language learning (CALL), 136, 145, 157

computer-mediated communication (CMC), 145, 149

deductive approach. See focus on form

DeKeyser, 91, 114–115, 116, 118, 120, 124, 126, 134

differentiation, 19–20, 145–147, 148

disability. See specific learning differences/difficulties

Dörnyei, 4–7, 8–9, 19, 21, 24–26, 159

drills. See practice

Ellis, R, 44–45, 48, 54, 72, 90, 96–97, 109, 161–162, 166–167

engagement, 9, 15, 26–31, 45, 52, 54, 73, 86, 138, 148, 152, 153

equality, 12

Erlam, 23, 37, 97, 98, 100, 111, 152, 161, 163

expectations, 7–8, 15, 21, 28, 48, 52, 75–76, 158

feedback

automatised, 141, 142

corrective. See focus on form, corrective feedback

individual, 68, 69, 86, 125, 143, 147, 151

flipped classroom, 40

fluency, 45, 61, 64, 65, 78, 91, 114, 116, 117, 119, 122, 123, 129, 131–132, 133, 164, 165

focus on form

corrective feedback, 97–99

deductive, 102, 103

explicit explanation, 10, 23, 37, 91–92, 97, 100–102, 104, 107, 115, 119, 159, 163, 165

grammar, 9, 23, 35, 39, 46, 50, 54, 65, 74, 90, 91, 92, 103, 106–108, 151, 159, 161

inductive, 101–104, 159

integrated, 95–96, 98, 101

isolated, 94, 96–97, 104

metalanguage, 100

reactive, 99

rules, 23, 91, 94, 100–103

student-initiated, 98–99

teacher-initiated, 90, 92–95, 96, 101, 104

focus on formS, 95, 96–97, 104, 111

form-meaning mapping, 96, 110, 118

formulaic language, 48–51, 63, 119, 162

game-based language learning. See learning

gamification, 150–152, 157

gifted student, 39

goals, 7–9, 12, 15, 50, 117, 147, 150

grammar. See focus on form

group

dynamics, 6, 9–14

mixed ability, 9

work. See pair work

Hattie, 4–7

heritage language learner, 10, 32–33, 44, 147

ideal L2 self. See motivation

immersion, 61, 64, 65, 89

inclusion, 19–20, 32, 138

individualisation, 145–148

inductive approach. See focus on form

input

authentic, 28, 142, 147–148, 150, 165

comprehensible, 44, 52–54, 58

extensive, 45, 51, 90, 134, 162, 165

hypothesis, 44–45, 52–54

impoverished, 21, 45, 61–62, 92

input + 1, 56–58

maximising, 47–51, 58–59

meaning-focused, 47, 110, 165

redundancy, 53

interaction

meaning-focused. See input, meaning-focused; output, meaning-focused

peer, 5, 6, 11, 12–14, 76, 125

teacher–class, 6, 10

teacher–student, 5, 8, 9–11, 55

interactivity, 124–126, 134

Interface Hypothesis, 90–91

intonation, 78, 125–126

knowledge

declarative, 114–115, 116, 119

explicit, 91, 162, 165

implicit, 89, 91, 162

procedural, 114, 116, 126

Krashen, 44, 56, 64, 89, 129, 160

learner

abilities, 7–9, 10, 20–22, 28, 33, 61, 62–63, 68, 69, 87, 91, 150, 165

differences, 19–21, 23, 33–35, 37, 38–41, 104, 161

gifted, 39

interests, 3, 7–10, 20, 23–25, 54, 76, 79, 133, 136, 147, 148

needs, 3, 7–8, 9, 10, 19–20, 23, 31–32, 33, 35–39, 57, 147

learning

cooperative, 4, 13–14, 125, 149

expanded learning space, 61–62

explicit. See knowledge, explicit

game-based, 29, 145, 149, 150–152

implicit. See knowledge, implicit

incidental, 50, 59, 91, 109, 111

online, 28, 30, 40, 54, 78, 135–157

out-of-class, 144, 150, 152–153, 155

rate of, 20, 34, 91, 92, 110, 115, 116

situated, 153–156

social, 149–152

styles, 4, 147

teacher-fronted, 125, 132

usage-based, 45–47

virtual learning spaces, 13, 144, 150, 153

levels of processing, 102–104

Lightbown, 45, 61, 89, 92, 94, 95, 96, 104

listening, 51, 57, 65, 90, 113, 124, 131, 140, 142, 148, 163

literacy, 10, 11, 33, 61

audio-visual, 149

critical digital, 137, 139, 140, 155

dictionary, 141

digital, 136, 138

media

digital, 135–157

non-digital, 51, 140, 156

social, 144, 149–150, 153

meme, 143–144

memory. See aptitude, language

metalinguistic awareness, 3, 20, 91, 101, 110, 159

mobile-assisted language learning (MALL/MLL), 136, 145, 153–155

motivation, 15, 20, 152

extrinsic, 24–25

ideal L2 self, 25–26, 159

intrinsic, 8, 24–25

low, 7, 35

multilingual learner, 31–33

multimodality, 11, 54, 138, 141, 144

mutuality, 10, 12

Nation, 38, 47, 56, 64, 65, 69, 70, 71, 73, 77–78, 79, 81, 89, 104, 109, 110, 111, 118, 122, 131–132, 133, 165–167

negotiation of meaning, 85–86, 125, 152, 164

Noticing Hypothesis. See attention

Ortega, 113, 116, 124–131, 133

output

communicative, 73

comprehensible, 65–66, 143

extended, 72

meaning-focused, 64, 73–75, 77, 110, 165

noticing a gap, 68, 95, 98, 99, 101, 128

pushed, 68, 69–73, 75, 82, 87, 88

reflecting on language, 68–69, 116, 131, 142

time pressure, 70–71, 132, 150

pair work, 10, 12–14, 29, 31, 40, 81, 104, 112, 120, 125, 132, 164

Pegrum, 137, 152

Philp, 3, 5, 6, 9–10, 14, 26, 27, 98, 100, 126

practice

communicative, 117, 120, 123

drills, 74, 87, 117–119, 133

interactive, 124–126, 131

meaningful, 117, 120–123, 126–129, 131, 133

mechanical, 74, 117, 118–119

optimal, 124–131

pragmatics, 92

proceduralisation. See automatisation

production. See output

proficiency, 9, 11, 32, 45, 54, 57, 60, 61, 62, 69, 75, 84, 114, 116, 134, 146, 162

pronunciation, 10, 35, 78, 90, 92, 98, 110, 118–119, 133, 143–145

puberty. See adolescence

reading, 33, 35, 42, 51, 52, 65, 69, 90, 113, 131, 134, 140, 142, 148, 161, 165

reality

augmented, 144, 156

virtual, 144, 156

register, 95, 110

relationships

classroom, 5, 7, 13, 76

peer. See interaction, peer

positive, 5–7, 15, 29, 55, 167

teacher–student. See interaction, teacher–student

respect, 3, 6, 10, 12–13, 61

Rubie-Davies, 7–8, 48, 52, 75

SAMR model, 140–145, 154, 156

scaffolding. See classroom, environmental support

silent period, 46

skill acquisition theory, 113–117

sociocultural perspective/theory, 84–85, 87, 149

Spada, 20, 92, 94, 95, 96, 97, 104

speaking, 2, 21, 25, 28, 29, 44, 54, 63, 65, 75, 76, 77–78, 81, 87, 88, 90, 93, 96, 113, 117, 120, 131, 133, 134, 141, 142, 147, 152

specific learning differences/difficulties, 19, 20, 23, 33–38, 41, 42, 104

Swain, 65–69, 84, 89, 101

task-based language teaching (TBLT), 136, 157, 166

teacher

expectations. See expectations

as learner, 59

role of, 1, 10–11, 58, 62

talk, 47, 55, 56

use of L1, 32, 60–61, 101

technology

digital, 135–157

disruptive, 136

translanguaging, 60–61, 62

trust, 7, 10–13, 29, 126, 129

usage-based language learning. See learning

vocabulary, 35, 40, 46, 54, 65, 74, 81, 89, 90, 92, 104–106, 109, 110, 118, 126, 147, 151, 159, 161, 162, 164

writing, 28, 33, 35, 44, 64, 65, 66, 69, 70, 72, 74, 77–81, 87–88, 90, 122, 128, 131, 139, 140, 142, 144, 147, 148, 149, 156, 159, 163

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