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Methods in current instructed second language acquisition research
range from laboratory experiments to ethnography using
non-obtrusive participant observation, from cross-sectional designs
to longitudinal case studies. Many different types of data serve as
the basis for analysis, including reaction times measurements,
global test scores, paper and pencil measures, introspective
comments, grammaticality judgements, as well as textual data
(elicited or naturalistic, oral or written, relating to
comprehension or production). Some studies rely on extensive
quantification of data, while others may favour a more qualitative
and hermeneutic analytic approach. Many of these issues and methods
are exemplified by the contributions to this volume. Data-based
studies included here deal with the acquisition of specific
linguistic phenomena (e.g. verb and noun morphology, lexicon,
clause structures) in a range of target languages (e.g. English,
French, German, Russian) from a variety of settings involving
different instructional approaches (e.g. traditional foreign
language classes, immersion classes, intensive ESL classes, content
and language integrated language classes). Collectively, the
chapters in this book illustrate the productivity and diversity of
current research on instructed second language acquisition. As such
they serve as a valuable resource for researchers in SLA,
psycholinguistics, linguistics, and language education.
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