by Rod Ellis
Hassan, X. et al.58
Hatch, E.12
13
148
302
Hawkins, R.172
He, X.156
161
275
Hedge, T.310
Henry, N. et al.255
Henshaw, F.265n4
Henzl, V.148
Heredia, R.174
175
Herron, C.260
history of SLA8
order and sequence in L2 acquisition8–9
variability in learner language10–11
rethinking role of L111–12
input and interaction12–14
consciousness and L2 acquisition14–15
implicit and explicit learning15–17
dual-mode system17
L2 acquisition as skill-learning17–19
social turn in L2 acquisition19–20
sociocultural SLA20–2
emergentism22–3
summary23–4
Hoefnagel-Höhle, M.33
Holzman, L.217
horizontal variability105–6
317g
Horwitz, E. et al.56
Housen, A. et al.242
245
246t
268
Howard, M. et al.100
104
Hua, Z.231
Huang, H.153
Huebner, T.107–8
108t
Hulstijn, J.175
177
Hutchby, I.224
Hyltenstam, K.31
124
I
Ideal L2 Self60
61n3
identity see cultural identity; ethnic identity; learner identity; social identity; transnational identity
IDs see individual learner differences
IH see Interaction Hypothesis
immersion programmes41
317–18g
implicational scaling105
106
107f
implicit instruction318g
Cognition Hypothesis270–1
definition241–2
242t
267
explicit vs implicit instruction242t
285–7
and language aptitude43
theoretical issues267–71
types of implicit instruction271–3
272f
conclusion287–8
306–8 see also task-based language teaching
implicit knowledge7
16
26
91
161
172–4
173t
176–8
256
318g
implicit learning15–16
17
33
34
41
45
189–91
267
271
318g
implicit memory176
199
202n1
incidental L2 learning43
86–7
146
183
189
241–2
267
268
318g
indirect instruction see implicit instruction
individual learner differences (IDs)61
318g
and transfer effects121
133
137t
and type of instruction265
286 see also age of learner; psychological factors
inductive instruction243
318g
information-processing models53
172
174–5
178–9
211
318g
initiate-respond-follow up (IRF) exchanges287
318g
input12–14
212t
interactionally-modified input145
152–3
154–6
275
pre-modified input151–4
275 see also interaction approach
input-based tasks274
design and implementation variables288–9n4
and grammatical features275–6
limitations276–7
and vocabulary acquisition274–5
input enhancement see enhanced input
Input Hypothesis13
14
15
151
153
154
167t
309
318g
Input Processing Principles187
187t
243
244t
254
318g
input-providing strategies162
instruction see deductive instruction; explicit instruction; form-focused instruction; implicit instruction; inductive instruction; isolated instruction; Processing Instruction; production-based instruction; strategy instruction; systemic-functional instruction
instrumental motivation see motivation
instrumental orientation47
318g
319–20g
intake159
160
166
318g
integrated instruction249–50
318g
integration319g
integrative motivation47
integrative orientation47
319g
intelligence38t
39
319g
intentional learning146
183
189
241
319g
interaction12–14
212t
interaction approach143
319g
comprehensible input151
153
155–6
corrective feedback161–4
169n4
discourse management148–9
discourse repair149
150t
early research146–50
focus-on-form and incidental learning146
Input Hypothesis151
154
167t
intentional learning146
Interaction Hypothesis153–4
167t
interactionally-modified input152–3
154–8
interactive input145
key constructs143–6
144f
key theories167t
measuring effects on acquisition165–6
modified output145–6
158–61
negotiated interaction156–8
non-interactive input143
144
Noticing Hypothesis151–3
167t
output146–7
Output Hypothesis158
167t
pre-modified input151–2
153–4
simplified registers147–8
working memory164–5
conclusion166–9
Interaction Hypothesis (IH)13
14
15
154–5
167t
275
319g
interactional competence222–3
227
286
319g
interactional strategies149
150t
interactionally-modified input145
275
319g
and acquisition154–5
and comprehension155–6
and noticing152–3
interactive input145
interface position/hypothesis18
203n4
261–2
319g
non-interface position191
strong interface position191
243
261
262–3
weak interface position191
203n4
243
259
261
263–4
interference11
12
319g
319g
interlanguage development63–4
vs interlanguages197
learner varieties71
72t
style shifting98–9
internalization22
319g
international posture61n3
319g
intrinsic motivation49
319g
Ioup, G. et al.29
30t
36n2
IRF see initiate-respond-follow up (IRF) exchanges
isolated instruction249
320g
item-based learning75
248
Iverson, G.120
Izumi, S.161
J
Jackson, D.279
Jackson, H.129
Jarvis, S.117
126
129
130
131
134
135–6
137
138
Jeon, E.265n2
Jia, G.69–70
74
Jiang, N. et al.122–3
132
141n3
180
198
Johnson, J.28–9
36n1
Johnson, M.94
K
Kasper, G.89
89t
141n4
223–4
225–6
228
Kaya, T.265n2
Keck, C. et al.281
Kellerman, E.11
119
126–7
128
133
299
Kempe, V. et al.75
Kim, E.122
Klein, W.71
72
90
291
297
knowledge see declarative knowledge; explicit knowledge; implicit knowledge; linguistic knowledge; procedural knowledge
Kobayashi, M.233–4
235
Kormos, J.52
59
Kramsch, C.230
Krashen, S.12
13
15
16
40
53
82
148
151
153
154
167t
252
268
309
Krishnan, A.292t
Kubota, R.228–9
232
L
L1 acquisition5
8–9
L1 role in L2 acquisition see language transfer
L2 acquisition5
7
concept6–7
211
and consciousness14–15
183
definition5
6–7
24n1
293–4
order and sequence8–9
as skill-learning17–19
summary296–308 see also SLA (second language acquisition)
L2 lexicon86–8
180–1
L2 Motivational Self System53–4
320g
L2 negation formulaic sequences81–3
stages in acquisition79–81
style shifting98–99
100–2
104
114n2
usage-based account83–4
L2 phonology84–6
L2 pragmatic development88–91
89t
Labov, W.98
109
113
115n3
Lado, R.117
Lamb, M.54
Lambert, W.47
48
language6
297
language acquisition device22
27
194
203n3
320g
language analytical ability39
42
43
320g
language anxiety38t
55–7
59
61n1
320g
language aptitude37
38t
39
61n1
320g
and age42
59
Carroll’s model39–41
40t
and L1 transfer134–5
137t
and method of instruction43
265
reconceptualizing language aptitude43–5
Robinson’s model44
Skehan’s model44
44t
stable or trainable?41–2
and type of learning42–3
types of learners41–2
summary45–6
301–2
language crossing231
language distance11
36n2
123–4
136t
320g
language pedagogy308–11
language production269
269t
language-related episodes (LREs)21
169n2
219–20
320g
language socialization232–5
320g
language transfer11–12
117–18
140n1
320g
and age of learner133–4
137t
in communication and learning138–9
conceptual transfer135–6
137–8
299
contextual factors128–31
136t
definition118–19
developmental factors121
131–3
137t
individual factors133–5