
Contents
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I. Introduction I. Introduction
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II. Input II. Input
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III. Interaction III. Interaction
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3.1 Recasts 3.1 Recasts
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3.2 Does Interaction Contribute to Learning? 3.2 Does Interaction Contribute to Learning?
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IV. Attention IV. Attention
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V. Working Memory V. Working Memory
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VI. Output VI. Output
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VII. Theory of Contrast VII. Theory of Contrast
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VIII. Conclusion VIII. Conclusion
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Notes Notes
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21 Language Transfer and Cross Linguistic Studies: Relativism, Universalism, and the Native Language
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15 Interactionist Perspectives on Second Language Acquisition
Get accessSusan Gass is University Distinguished Professor in the Department of Linguistics, Germanic, Slavic, Asian, and African Languages at Michigan State University. She is the director of the English Language Center, codirector of the Center for Language Education and Research, and director of the Second Language Studies PhD program. She has published widely in the field of SLA, focusing on a number of different areas, including language transfer, language universals, and input and interaction. She is the author of Input, Interaction, and the Second Language Learner, coauthor with Larry Selinker of Second Language Acquisition: An Introductory Course, and coauthor with Alison Mackey of Second Language Research: Methodology and Design and Data Elicitation for Second and Foreign Language Research. She can be reached at http://gass@msu.edu.
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Published:18 September 2012
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Abstract
This article analyses the idea of second language acquisition form an interactionist perspective. The field of second language acquisition has been studied from many angles. This broad scope is due in part to the myriad disciplinary backgrounds of scholars in the field. This article deals with the interactionist perspective and, as such, is primarily concerned with the environment in which second language learning takes place. It is important to note from the outset that this perspective is by and large neutral as to the role of innateness. In other words, it is compatible with a view of second language acquisition that posits an innate learning mechanism; it is also compatible with a model of learning that posits no such mechanism. This article deals with interactionist approaches focusing on how learners use their linguistic environment to build their knowledge of the second language. To summarize, the interaction approach considers, production of language as constructs that are important for understanding second language learning.
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