Interaction research has come a long way since its beginnings nearly 25 years ago. The aim of this special issue is to demonstrate how the methodological boundaries of interaction research continue to be expanded with the use of new and interesting methodological angles and techniques. Our goal is to further our insights into the question that seems to be paramount in the interaction field at the moment—namely, how does interaction work to bring about positive effects on second language (L2) learning? The articles collected here suggest that new methodologies promise to open up avenues of research that will allow us to gain insights into the interaction-learning relationship. a
c1 Alison Mackey, Department of Linguistics ICC 460, Georgetown University, Washington, DC 20057; e-mail: firstname.lastname@example.org
a Our intent in this special issue is to show some of the current methodological techniques being used to provide insights about how interaction works to promote L2 learning. We would like to thank the contributing authors who have made interesting and worthwhile contributions to help us attain this goal as well as the SSLA editorial team for all their help in bringing this issue to completion.