Abstract
The main aim of this special issue of Instructed Second Language Acquisition is to address and illustrate the relationship between second language instruction, inspired by Processability Theory, and second language learning, as a contribution to disclosing, however partially, the complex relationship between theories of SLA and classroom practice. Instructed SLA, according to Long (2017) is a subfield of SLA and its research findings “are often relevant for LT and classroom processes, certainly, but are distinguishable from them.”
Original language | English |
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Pages (from-to) | 153-162 |
Number of pages | 10 |
Journal | Instructed Second Language Acquisition |
Volume | 6 |
Issue number | 2 |
DOIs | |
Publication status | Published - 2022 |