Probing the evidence: Can we bridge the theory-practice gap in language research? Book Review

Authors

  • Pierre-Luc Paquet Visiting Assistant Professor of Spanish & French Literature & Languages Department University of Texas at Tyler

DOI:

https://doi.org/10.19136/etie.a2n3.3451

Abstract

This manuscript reviews Sato and Loewen (Eds.) book "Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies" which aim to provide researchers and L2 teachers with empirical evidence which can inform both SLA theories and L2 teaching.

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References

Sato, M., & Loewen, S. (Eds.). (2019). Evidence-Based Second Language Pedagogy: A Collection of Instructed Second Language Acquisition Studies. New-York, NY: Routledge.

Marsden, E., Trofimovich, P., & Ellis, N. (2019). Extending the reach of research: Introducing Open Accessible Summaries at Language Learning. Language Learning, 69(1), 11-17.

Widdowson, H. (2012). Closing the gap, changing the subject. In Huttner, J., Mehlmauer-Larcher, B., Reichl, S., & Schiftner, B. (Eds.), Theory and practice in EFL teacher education: Bridging the gap (pp. 3–15). Bristol, UK: Multilingual Matters.

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Published

2019-09-30

Issue

Vol. 2 No. 3: Special Issue on Second/Foreign Language Education

Section

Reviews

License

Copyright (c) 2019 Emerging Trends in Education

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

How to Cite

Paquet, P.-L. (2019). Probing the evidence: Can we bridge the theory-practice gap in language research? Book Review. Emerging Trends in Education, 2(3). https://doi.org/10.19136/etie.a2n3.3451