This volume provides a definitive view of the relationship between input, interaction, and second language acquisition. In so doing, it should prove useful to those whose major concern is with the acquisition of a second or foreign language as well as for those who are primarily interested in these issues from a pedagogical perspective. The book does not explicate or advocate a particular teaching methodology, but does attempt to lay out some of the underpinnings of what is involved in interaction -- what it is and what purpose it serves.
Research in second language acquisition is concerned with the knowledge that second language learners do and do not acquire and how that knowledge comes about. This book ties these issues together from three perspectives -- input/interaction framework, information-processing, and learnability.
"This text explores the role of input and interaction in second language acquisition and is intended for an audience interested in acquisitional and pedagogical aspects of a second language learning. The text offers an excellent review of the acquisition literature."
—Teaching English as a Second or Foreign Language
"…it is a pleasure to recommend this text to the fields of applied linguistics, cognitive science, language teaching pedagogy, psycholinguistics, and second language acquisitions…."
"Susan M. Gass has written an extremely readable book that explicates many of the most discussed issues in second language learning in the 1990s. Her intention, successfully achieved, is to demonstrate where theories and frameworks coincide, not just collide….This book is a valuable contribution to current discussions of second language acquisition."
—Studies in Second Language Acquisition
Contents: Preface. Modeling Second Language Acquisition. The Question of Evidence. The Nature and Function of Output. Input and Second Language Acquisition Theories. The Role of Interaction. Comprehension, Output, and the Creation of Learner Systems. Epilogue: Classroom Implications and Applications.