Synthesizing Research on Language Learning and Teaching

1. Contributors; 2. Preface; 3. Section I. Introduction; 4. 1. The value and practice of research synthesis for language learning and teaching (by Norris, John M.); 5. Section II. Research syntheses; 6. Introduction to Section II; 7. 2. Principles, parameters, and SLA: A retrospective meta-analytic investigation into adult L2 learners' access to Universal Grammar (by Dinsmore, Thomas H.); 8. 3. Investigating the empirical link between task-based interaction and acquisition: A meta-analysis (by Keck, Casey); 9. 4. The effectiveness of corrective feedback for the acquisition of L2 grammar: A meta-analysis of the research (by Valezy, Jane Russell); 10. 5. Effects of L2 instruction on interlanguage pragmatic development: A meta-analysis (by Jeon, Eun Hee); 11. 6. The effects of Explicit Reading Strategy Training on L2 reading comprehension: A meta-analysis (by Taylor, Alan); 12. 7. A meta-synthesis of qualitative research on effective teaching practices for English Language Learners (by Tellez, Kip); 13. 8. Research synthesis and historiography: The case of assessment of second language proficiency (by Thomas, Margaret); 14. Section III. Commentaries; 15. Introduction to Section III; 16. 9. Meta-analysis, human cognition, and language learning (by Ellis, Nick C.); 17. 10. Some reflections on the development of (meta-analytic) synthesis in second language research (by Chaudron, Craig); 18. Index