Second Language Acquisition

5.

The Learning Environment and External Factors

5.1.

Naturalistic vs Instructed SLA

5.1.1.

Characteristics of Naturalistic Learning

5.1.2.

Characteristics of Instructed Learning

5.1.3.

Comparative Outcomes

5.1.4.

Hybrid Environments

5.2.

The Role of Input

5.2.1.

Quantity of Input

5.2.2.

Quality of Input

5.2.3.

Input Characteristics

5.2.3.1.

5.2.3.2.

5.2.3.3.

5.2.4.

5.2.4.1.

5.2.4.2.

5.2.4.3.

Caretaker Speech

5.2.5.

Comprehensible Input

5.2.5.1.

5.2.5.2.

Input Processing

5.3.

The Role of Interaction

5.3.1.

Types of Interaction

5.3.1.1.

Peer Interaction

5.3.1.2.

Teacher-Student Interaction

5.3.1.3.

Native Speaker Interaction

5.3.2.

Interactional Features

5.3.2.1.

Negotiation for Meaning

5.3.2.2.

Confirmation Checks

5.3.2.3.

Clarification Requests

5.3.2.4.

Comprehension Checks

5.3.3.

Feedback in Interaction

5.3.3.1.

Explicit Correction

5.3.3.2.

5.3.3.3.

Metalinguistic Feedback

5.3.3.4.

5.3.3.5.

5.3.4.

Uptake and Repair

5.4.

The Role of Instruction

5.4.1.

Implicit vs Explicit Instruction

5.4.1.1.

5.4.1.2.

5.4.1.3.

Conditions for Use

5.4.2.

5.4.2.1.

Reactive Focus on Form

5.4.2.2.

Preemptive Focus on Form

5.4.3.

5.4.4.

Focus on Meaning

5.4.5.

Instructional Approaches

5.4.5.1.

Task-Based Instruction

5.4.5.2.

Content-Based Instruction

5.4.5.3.

Communicative Language Teaching

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4. Individual Learner Differences

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6. Developmental Sequences in L2 Acquisition