{"id":1002,"date":"2016-09-27T05:32:43","date_gmt":"2016-09-27T12:32:43","guid":{"rendered":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarycommunications\/?p=1002"},"modified":"2024-04-16T11:44:51","modified_gmt":"2024-04-16T18:44:51","slug":"nassaji","status":"publish","type":"post","link":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/2016\/09\/27\/nassaji\/","title":{"rendered":"H. Nassaji – Interactional Feedback Dimension in Instructed Second Language Learning"},"content":{"rendered":"

Each year UVic faculty, staff, students, alumni, and retirees produce an incredible amount of intellectual content reflecting their breadth and diversity of research, teaching, personal, and professional interests. A list of these works is available here<\/a>.<\/p>\n

\"interactional-feedback-dimension\"<\/a>The Interactional Feedback Dimension in Instructed Second Language Learning: Linking Theory, Research, and Practice<\/a><\/strong> is a new title from UVic Professor Hossein Nassaji. This books explores the way that we learn new languages, focusing on interaction. It is an insightful read for anyone interested in how people adapt to new forms of verbal communication.<\/p>\n

About the Book<\/strong><\/p>\n

This book examines current advances in the role of interactional feedback in second language (L2) teaching and learning. Drawing on recent theory and research in both classroom and laboratory contexts, the book explores a wide range of issues regarding interactional feedback and their relevance for both theory and practice, including how interactional feedback is used, processed, and contributes to L2 acquisition. This book will provide a useful resource for applied linguistics students and academics as well as language teachers and teacher educators who would like to gain insight into the role of interactional feedback and how it can be used as a means of integrating form and meaning in classroom contexts.<\/div>\n


\nAbout the Author<\/strong><\/p>\n

\n

Hossein Nassaji is Professor of Applied Linguistics in the Department of Linguistics at the University of Victoria, Victoria, BC, and currently the Department Chair.<\/p>\n<\/div>\n

\"nassaji\"<\/a>His teaching and research interests include second language acquisition, corrective feedback, form-focused instruction, task-based teaching, classroom discourse, and the application of sociocultural theories to second language research and pedagogy. He also maintains active research interests in L2 reading processes, lexical inferencing, and the acquisition of L2 vocabulary. His current research focuses on the role of interactional feedback and focus on form in classroom and laboratory settings, involving both experimental\/quantitative and descriptive\/qualitative research.<\/p>\n

He has published two books and numerous articles in leading journals. He is currently Co-Editor of Language Teaching Research<\/em> and Editor of the Grammar Teaching Volume of The TESOL Encyclopaedia of English Language Teaching<\/em> being published by Wiley in partnership with TESOL International.<\/p>\n

Dr. Nassaji is the winner of the Twenty-First Annual Kenneth W. Mildenberger Prize of Modern Language Association of America (with Gordon Wells of the University of California, Santa Cruz) and the recipient of 2012 Faculty of Humanities Award for Research Excellence, University of Victoria.<\/p>\n

Praise for the Book<\/strong><\/p>\n

\u201cHossein Nassaji is to be congratulated in producing an informed, comprehensive and very readable account of this body of work. His book is notable for both its breadth of coverage and the clarity with which complex issues relating to interactional feedback are discussed. This is a book that I will be referring to frequently in my own research and in my graduate-level teaching.\u201d\u00a0\u2013\u00a0 Rod Ellis, Professor of Applied Language Studies and Linguistics, University of Auckland, New Zealand<\/em> <\/span><\/p>\n

\u201cThe book covers a range of theoretical perspectives and draws on research with young learners and adults, in classrooms and laboratory settings. Nassaji shows how the research findings can guide teachers in answering important pedagogical questions about how to respond to the errors their students make.\u201d\u00a0\u2013\u00a0 Patsy M. Lightbown, Distinguished Professor Emeritus of Applied Linguistics, Concordia University, Canada<\/em> <\/span><\/p>\n

\u201cParticularly useful is that Nassaji links theory and empirical findings to pedagogical implications, providing suggestions for enhancing the effectiveness of feedback for second language learning. Each chapter usefully begins with a set of goals for that chapter and ends with a set of discussion questions.\u201d\u00a0\u2013\u00a0 Merrill Swain, Professor Emeritus of Second Language Education, The Ontario Institute for Studies in Education, University of Toronto, Canada<\/em> <\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Each year UVic faculty, staff, students, alumni, and retirees produce an incredible amount of intellectual content reflecting their breadth and diversity of research, teaching, personal, and professional interests. A list of these works is available here. The Interactional Feedback Dimension in Instructed Second Language Learning: Linking Theory, Research, and Practice is a new title from […]<\/p>\n","protected":false},"author":4093,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[17,1450],"tags":[90,354,355,356,83,95],"class_list":["post-1002","post","type-post","status-publish","format-standard","hentry","category-news","category-publishing-research-impact","tag-author-celebration","tag-hossein-nassaji","tag-interactional-feedback-dimension-in-instructed-second-language-learning","tag-linking-theory-research-and-practice","tag-scholarly-communication","tag-uvic-authors"],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/posts\/1002","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/users\/4093"}],"replies":[{"embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/comments?post=1002"}],"version-history":[{"count":18,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/posts\/1002\/revisions"}],"predecessor-version":[{"id":3787,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/posts\/1002\/revisions\/3787"}],"wp:attachment":[{"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/media?parent=1002"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/categories?post=1002"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/onlineacademiccommunity.uvic.ca\/scholarlycommunications\/wp-json\/wp\/v2\/tags?post=1002"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}