"Cross-theoretical Examinations of Interlocutors and their Individual Differences examines interlocutors and their individual differences from four theoretical lenses: the cognitive-interactionist approach, sociocultural theory, the variationist approach, and complexity theory. Each section explores what role(s) these individuals have, assesses how their theorized IDs influence L2 learning opportunities and processes, and provides empirical examples of how such research may be robustly undertaken within each framework. The concluding chapter synthesizes the theoretical overviews and empirical studies, highlighting connections across approaches and outlining robust steps for future research. Collectively, the chapters in this edited volume provide an opportunity to address the relationship(s) between interaction among interlocutors (however theorized), and to shed light on how these individuals have the potential to impact the central concern of second language acquisition, L2 development. To maximize readability and impact, the chapters follow the same organizing questions, inviting the engagement of L2 researchers, students, and teachers alike"--.

• Cross-theoretical Explorations of Interlocutors and their Individual Differences
• Editorial page
• Title page
• Copyright page
• Dedication page
• Table of contents
• Acknowledgments
• List of contributors
• Section I. Introductory material
  • Chapter 1. Introducing cross-theoretical explorations of interlocutors and their individual differences
    • Introduction to the volume
    • Interlocutors across SLA theories
      • Cognitive-interactionist approach (Chapters 2 and 3)
      • Sociocultural theory (Chapters 4 and 5)
      • Variationist approach (Chapters 6 and 7)
      • Complexity theory (Chapters 8 and 9)
    • Intended audience and organization of the volume
    • Volume matrix
    • References
• Section II. Cognitive-interactionist approach
  • Chapter 2. On the role of the interlocutor in second language development: A cognitive-interactionist approach
    • Introduction
    • The origins of the cognitive-interactionist approach
    • The interlocutor at the heart of the cognitive-interaction approach
    • Interlocutor social relations and L2 opportunities
      • Social relations: Comparing teacher and student interactions
      • Power relationships between interlocutors
      • Social relations: Interplay between individual and group motivation
      • Role of interlocutor and proficiency
      • L2 proficiency and peer focus on form
      • Interaction with learners of the same or differing gender
      • Summary: Interlocutor social relations and L2 opportunities
    • Interlocutor individual differences in interaction
      • Anxiety
      • Engagement
      • Willingness to communicate
      • Personality
      • Attitudes
      • Motivation
      • Age
      • Working memory
      • Summary: Interlocutor individual differences in interaction
    • Future research directions
    • References
  • Chapter 3. The effect of proficiency, gender, and learning style on the occurrence of negotiated interaction in communicative task performance
    • Introduction
    • Literature review: ID factors and negotiated interaction
    • The present study
      • Aims and research questions
    • Method
      • Participants
      • Materials
      • Procedure
      • Analyses
    • Results
    • Discussion
      • Frequency, nature, and outcome of negotiated interaction
      • The relationship between proficiency, gender, and learning style, and negotiated interaction
      • Interaction between proficiency, gender, learning style, and task type
      • Limitations
    • Conclusion
    • References
• Section III. Sociocultural theory
  • Chapter 4. I ~ You > I ~ Me: The hidden other in L2 development
    • Introduction
    • Background
    • Mediation
    • Implications of interlocutors for L2 development
      • Rebuilding I ~ Me: The case of Eva Hoffman
      • Multilingualism and deaf education
      • Thinking for speaking in an L2: The case of motion events
      • Developmental education: Compensation for missing ‘You’
    • Conclusion and implications
    • References
  • Chapter 5. Interlocutor differences and the role of social others in a Spanish peer tutoring context
    • Introduction
    • Peer tutoring, sociocultural theory, and epistemic stance
    • Setting and methods
    • Findings
      • Focal participant language histories and beliefs
      • Ways of saying cough syrup: Analysis of Roberto’s peer tutoring session
      • When physics aren’t physical: Analysis of Tomás’s peer tutoring session
    • Discussion and implications
    • Conclusion
    • References
    • Appendix. Transcription conventions
• Section IV. Variationist perspective
  • Chapter 6. Variationist perspective(s) on interlocutor individual differences
    • Introduction
    • An overview of the variationist approach
    • A focus on the interlocutor
    • Empirical studies on interlocutors
      • Existing research: Second languages
    • Moving forward
    • Conclusion: Variationism and the interlocutor
    • References
  • Chapter 7. Examining the role of instructor first language in classroom-based oral input
    • Introduction
    • Background
      • Theoretical framework
      • Spanish subject expression
      • L2 acquisition of Spanish subject expression
      • Oral input in instructed settings
      • The present study
    • Methods
      • Participants and setting
      • Materials and procedure
      • Data coding and analysis
    • Results
      • Distribution of subject forms
      • Distribution of subject forms by instructor L1
      • Factors related to subject form use
      • Constraints on subject form use by instructor L1
    • Discussion
    • Concluding remarks
    • References
• Section V. Complex Dynamic Systems Theory
  • Chapter 8. Complexity Theory: Relational systems in interaction and in interlocutor differences in second language development
    • Introduction
    • Interaction: A relational systems perspective
    • Interlocutor individual differences
      • Age
      • Experience
      • Sex
      • Status (in a task)
      • Similarity of interlocutors
      • Identity
      • First language
    • Moving forward in interlocutor research, informed by CDST
      • 1. Isolating IDs and encountering unanticipated ones
      • 2. Temporally and spatially contextualized
      • 3. Emerging and contingent effects
      • 4. Relationships that are reciprocal
    • Conclusion
    • Acknowledgements
    • References
  • Chapter 9. The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad
    • Introduction
    • Background literature
      • CDST and learning context
      • Learner affective outcomes and interlocutors in study abroad settings
      • Context and the self as complex dynamic systems
      • The current study
    • Method
      • Participants
      • Focal learners
      • Learner perceptions of self: Quantitative measures
      • Learner perceptions of self: Qualitative measures
      • Study context
      • Study abroad interlocutors
    • Results
      • Patterns of change in learner perceptions of self
      • Factors affecting the perception and construction of self
    • Discussion
    • Conclusions and future directions
    • References
• Section VI. Concluding material
  • Chapter 10. Synthesizing cross-theoretical explorations of interlocutors and their individual differences
    • Introduction
    • Who are the interlocutors of relevance?
    • What are the interlocutors’ roles?
    • Which interlocutor IDs might influence SLA?
    • Looking back: What do we know so far about interlocutor IDs?
    • Looking forward: Where do we go from here?
    • Conclusions
    • References
• Index