Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile.Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.

• Chapter 1Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical RecommendationsMasatoshi Sato & Shawn LoewenPart IA Focus on InstructionChapter 2Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher EducationJames P. Lantolf & Olga EsteveChapter 3Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics InstructionKathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle SwansonChapter 4Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational StudyRhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan PanPart IIA Focus on Learning ProcessesChapter 5Collaborative Prewriting Discussions and ESL Students’ Vocabulary Development: LREs and Depth of Engagement Kim McDonough & Teresa Hernández GonzálezChapter 6Peer Feedback: An Activity Theory Perspective on Givers and Receivers’ StancesNeomy Storch & Khaled AldossaryChapter 7The Role of Peers in Young Learners’ English Learning: A Longitudinal Case Study in ChinaYuko Goto Butler & Yeting LiuChapter 8The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar InstructionShaofeng Li & Mengxia FuPart IIIA Focus on Learning OutcomesChapter 9Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers’ Classroom-Based and Homework InteractionsMarije Michel & Laura StiefenhöferChapter 10What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing?Melissa A. Bowles & Adrian Bello-UriarteChapter 11The Effect of Input Characteristics on Students’ Perception of Task Difficulty and Their Comprehension of Authentic Listening TasksYouJin Kim & Kátia Monteiro Part IVA Focus on Learner and Teacher PsychologyChapter 12The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and AnxietyJean-Marc Dewaele & Peter MacIntyreChapter 13Interaction Vision Intervention to Increase Second Language Motivation: A Classroom StudyMasatoshi Sato & Pamela LaraChapter 14The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in HungaryKata Csizér

"The chapters in this valuable collection are drawn from a wide range of research approaches, learning contexts, and languages. Most of the studies investigate students’ learning in activities that they might also encounter in classroom instruction or practice activities. Consistent throughout the book is a genuine commitment to research that can inform teaching and each chapter concludes with specific recommendations regarding both pedagogy and future research. The book will be a rich resource for researchers and for teacher educators."Patsy M. Lightbown, Concordia University, Canada "This collection truly reflects the cutting-edge of Instructed Second Language Acquisition research in the 21st century. It is exciting to see seminal scholars empirically pursuing such a wealth of phenomena, from aptitude to anxiety and enjoyment, from writing to pragmatics to listening, from pre-task grammar instruction to vision-driven motivation, and much more. Each study is exemplary in methodological rigor, attention to context, and readability. A must-own for anyone interested in supporting research-informed language teaching."Lourdes Ortega, Georgetown University, USA.

Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile.Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.

• Chapter 1Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical RecommendationsMasatoshi Sato & Shawn LoewenPart IA Focus on InstructionChapter 2Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher EducationJames P. Lantolf & Olga EsteveChapter 3Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics InstructionKathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle SwansonChapter 4Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational StudyRhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan PanPart IIA Focus on Learning ProcessesChapter 5Collaborative Prewriting Discussions and ESL Students’ Vocabulary Development: LREs and Depth of Engagement Kim McDonough & Teresa Hernández GonzálezChapter 6Peer Feedback: An Activity Theory Perspective on Givers and Receivers’ StancesNeomy Storch & Khaled AldossaryChapter 7The Role of Peers in Young Learners’ English Learning: A Longitudinal Case Study in ChinaYuko Goto Butler & Yeting LiuChapter 8The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar InstructionShaofeng Li & Mengxia FuPart IIIA Focus on Learning OutcomesChapter 9Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers’ Classroom-Based and Homework InteractionsMarije Michel & Laura StiefenhöferChapter 10What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing?Melissa A. Bowles & Adrian Bello-UriarteChapter 11The Effect of Input Characteristics on Students’ Perception of Task Difficulty and Their Comprehension of Authentic Listening TasksYouJin Kim & Kátia Monteiro Part IVA Focus on Learner and Teacher PsychologyChapter 12The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and AnxietyJean-Marc Dewaele & Peter MacIntyreChapter 13Interaction Vision Intervention to Increase Second Language Motivation: A Classroom StudyMasatoshi Sato & Pamela LaraChapter 14The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in HungaryKata Csizér

"The chapters in this valuable collection are drawn from a wide range of research approaches, learning contexts, and languages. Most of the studies investigate students’ learning in activities that they might also encounter in classroom instruction or practice activities. Consistent throughout the book is a genuine commitment to research that can inform teaching and each chapter concludes with specific recommendations regarding both pedagogy and future research. The book will be a rich resource for researchers and for teacher educators."Patsy M. Lightbown, Concordia University, Canada "This collection truly reflects the cutting-edge of Instructed Second Language Acquisition research in the 21st century. It is exciting to see seminal scholars empirically pursuing such a wealth of phenomena, from aptitude to anxiety and enjoyment, from writing to pragmatics to listening, from pre-task grammar instruction to vision-driven motivation, and much more. Each study is exemplary in methodological rigor, attention to context, and readability. A must-own for anyone interested in supporting research-informed language teaching."Lourdes Ortega, Georgetown University, USA.

Masatoshi Sato is Associate Professor in the Department of English at Universidad Andrés Bello, Chile.Shawn Loewen is Professor in the Second Language Studies and MA TESOL programs at Michigan State University, USA.

• Chapter 1Towards Evidence-Based Second Language Pedagogy: Research Proposals and Pedagogical RecommendationsMasatoshi Sato & Shawn LoewenPart IA Focus on InstructionChapter 2Concept-Based Instruction for Concept-Based Instruction: A Model for Language Teacher EducationJames P. Lantolf & Olga EsteveChapter 3Revisiting Clarifications: Self- and Other-Clarifications in Corpus-Based Pragmatics InstructionKathleen Bardovi-Harlig, Sabrina Mossman, John Rothgerber, Yunwen Su, & Kyle SwansonChapter 4Content and Language Integrated Learning Classes for Child Mandarin L2 Learners: A Longitudinal Observational StudyRhonda Oliver, Masatoshi Sato, Susan Ballinger, & Lanlan PanPart IIA Focus on Learning ProcessesChapter 5Collaborative Prewriting Discussions and ESL Students’ Vocabulary Development: LREs and Depth of Engagement Kim McDonough & Teresa Hernández GonzálezChapter 6Peer Feedback: An Activity Theory Perspective on Givers and Receivers’ StancesNeomy Storch & Khaled AldossaryChapter 7The Role of Peers in Young Learners’ English Learning: A Longitudinal Case Study in ChinaYuko Goto Butler & Yeting LiuChapter 8The Associations Between Cognitive Aptitudes and Oral Task Performance Under Instructional Conditions With or Without Pretask Grammar InstructionShaofeng Li & Mengxia FuPart IIIA Focus on Learning OutcomesChapter 9Priming Spanish Subjunctives During Synchronous Computer-Mediated Communication: German Peers’ Classroom-Based and Homework InteractionsMarije Michel & Laura StiefenhöferChapter 10What Impact Does Heritage Language Instruction Have on Spanish Heritage Learners’ Writing?Melissa A. Bowles & Adrian Bello-UriarteChapter 11The Effect of Input Characteristics on Students’ Perception of Task Difficulty and Their Comprehension of Authentic Listening TasksYouJin Kim & Kátia Monteiro Part IVA Focus on Learner and Teacher PsychologyChapter 12The Predictive Power of Multicultural Personality Traits, Learner and Teacher Variables on Foreign Language Enjoyment and AnxietyJean-Marc Dewaele & Peter MacIntyreChapter 13Interaction Vision Intervention to Increase Second Language Motivation: A Classroom StudyMasatoshi Sato & Pamela LaraChapter 14The Language Learning Experiences and their Perceived Impact on Teaching: An Interview Study with English Teachers in HungaryKata Csizér

"The chapters in this valuable collection are drawn from a wide range of research approaches, learning contexts, and languages. Most of the studies investigate students’ learning in activities that they might also encounter in classroom instruction or practice activities. Consistent throughout the book is a genuine commitment to research that can inform teaching and each chapter concludes with specific recommendations regarding both pedagogy and future research. The book will be a rich resource for researchers and for teacher educators."Patsy M. Lightbown, Concordia University, Canada "This collection truly reflects the cutting-edge of Instructed Second Language Acquisition research in the 21st century. It is exciting to see seminal scholars empirically pursuing such a wealth of phenomena, from aptitude to anxiety and enjoyment, from writing to pragmatics to listening, from pre-task grammar instruction to vision-driven motivation, and much more. Each study is exemplary in methodological rigor, attention to context, and readability. A must-own for anyone interested in supporting research-informed language teaching."Lourdes Ortega, Georgetown University, USA.