Table of Contents

1. List of contributors; 2. Preface; 3. Part I. Interactions in L2 classrooms; 4. 1. Promoting attention to form through task repetition in a Korean EFL context (by Kim, YouJin); 5. 2. Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners (by Basterrechea, Maria); 6. 3. The impact of increasing task complexity on L2 pragmatic moves (by Gilabert, Roger); 7. 4. Tasks and traditional practice activities in a foreign language context (by Mackey, Alison); 8. 5. Building explicit L2 Spanish knowledge through guided induction in small group and whole class interaction (by Wagner, Elvis); 9. 6. Classroom interaction and learning opportunities across time and space (by Batstone, Rob); 10. Part II. Interactions involving technology; 11. 7. The cyber language exchange: Cross-national computer-mediated interaction (by Sauro, Shannon); 12. 8. Using eye tracking as a measure of foreign language learners' noticing of recasts during computer-mediated writing conferences (by Smith, Bryan); 13. 9. A corpus approach to studying structural convergence in task-based Spanish L2 interactions (by Collentine, Joseph); 14. 10. Preemptive feedback in CALL (by Heift, Trude); 15. 11. Learner perceptions of clickers as a source of feedback in the classroom (by Serafini, Ellen Johnson); 16. Part III. Interactions in other educational settings; 17. 12. International engineering graduate students' interactional patterns on a paired speaking test: Interlocutors' perspectives (by Isaacs, Talia); 18. 13. The effectiveness of interactive group orals for placement testing (by Winke, Paula); 19. 14. Interaction in conversation groups: The development of L2 conversational styles (by Ziegler, Nicole); 20. 15. Language production opportunities during whole-group interaction in conversation group settings (by McDonough, Kim); 21. Appendix; 22. Index