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This volume presents the first collection of work on research synthesis in
applied linguistics. It introduces readers to a cutting-edge approach for
reviewing and summarizing exactly what accumulated research has to say
about theoretical and practical subjects. John Norris and Lourdes Ortega
first elucidate the value and practice of synthesis, and they challenge all
members of the research community to adopt a "synthetic ethic."
The book then features seven empirical syntheses, each modeling rigorous
synthetic practice in definitively reviewing the state of knowledge and
research quality in important domains.
Included are five meta-analyses on: Universal Grammar; Task-Based
Interaction; Corrective Feedback; Instructed Pragmatics Development; and
Reading Strategy Training. Also included are a qualitative meta-synthesis
on Effective Teaching for English Language Learners, and a
historiographical synthesis of Proficiency Assessment practices. Rounding
out the collection are commentaries by two renowned experts in language
learning and teaching research: Nick Ellis and Craig Chaudron.
Table of contents
Contributors ix
Preface xi–xiii
Section I. Introduction
1. The value and practice of research synthesis for language learning and
teaching
John M. Norris and Lourdes Ortega 1–50
Section II. Research syntheses
Introduction to Section II 51–52
2. Principles, parameters, and SLA: A retrospective meta-analytic
investigation into adult L2 learners’ access to Universal Grammar
Thomas H. Dinsmore 53–90
3. Investigating the empirical link between task-based interaction and
acquisition: A meta-analysis
Casey M. Keck, Gina Iberri-Shea, Nicole Tracy-Ventura and Safary Wa-Mbaleka
91–131
4. The effectiveness of corrective feedback for the acquisition of L2
grammar: A meta-analysis of the research
Jane Russell Valezy and Nina Spada 133–164
5. Effects of L2 instruction on interlanguage pragmatic development: A
meta-analysis
Eun Hee Jeon and Tadayoshi Kaya 165–211
6. The effects of Explicit Reading Strategy Training on L2 reading
comprehension: A meta-analysis
Alan Taylor, John R. Stevens and J. William Asher 213–244
7. A meta-synthesis of qualitative research on effective teaching practices
for English Language Learners
Kip Téllez and Hersh C. Waxman 245–277
8. Research synthesis and historiography: The case of assessment of second
language proficiency
Margaret Thomas 279–298
Section III. Commentaries
Introduction to Section III 299
9. Meta-analysis, human cognition, and language learning
Nick C. Ellis 301–322
10. Some reflections on the development of (meta-analytic) synthesis in
second language research
Craig Chaudron 323–339
Index 341–349
"This book is a "must read" for anyone who really wants to know the value,
and the pitfalls, of synthesizing research, to understand its various
applications for second-language education, and to appreciate the qualities
of rigor and trustworthiness required to evaluate and interpret ethically
the collective results and complexities of empirical inquiry."
Alister Cumming, Ontario Institute for Studies in Education of the
University of Toronto
"This extraordinary volume raises knowledge in applied linguistics to a new
level. The contents provide grounded answers to empirical questions about
second language learning and teaching while pinpointing questions for
future research. The masterfully edited collection offers important
substantive and methodological perspectives that are relevant for
researchers in all facets of second language studies."
Carol A. Chapelle, Iowa State University
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