The Routledge handbook of second language research in classroom learning:
"The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theo...
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2019
|
| Schriftenreihe: | Routledge handbooks in applied linguistics
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of and new research on classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings"-- |
| Beschreibung: | xx, 497 Seiten Illustrationen, Diagramme |
| ISBN: | 9781138056923 |
Internformat
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| 245 | 1 | 0 | |a The Routledge handbook of second language research in classroom learning |c edited by Ronald P. Leow |
| 264 | 1 | |a New York ; London |b Routledge |c 2019 | |
| 300 | |a xx, 497 Seiten |b Illustrationen, Diagramme | ||
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| 490 | 0 | |a Routledge handbooks in applied linguistics | |
| 520 | 3 | |a "The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of and new research on classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings"-- | |
| 650 | 0 | 7 | |a Fremdsprachenunterricht |0 (DE-588)4018428-6 |2 gnd |9 rswk-swf |
| 653 | 0 | |a Second language acquisition | |
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Datensatz im Suchindex
| _version_ | 1804179077062459392 |
|---|---|
| adam_text | Contents
List of Figures ix
List of Tables xi
List of Contributors xv
1 Classroom Learning: Of Processing and Processes 1
Ronald P. Leow
PARTI
Theoretical Foundations 13
2 Theoretical Underpinnings and Cognitive Processes
in Instructed SLA 15
Ronald P. Leow
PART II
Research Methodology 29
3 Verbal Reports in Instructed SLA Research: Opportunities, Challenges,
and Limitations 31
Melissa A. Bowles
4 Investigating Instructed Second Language Acquisition Using L2
Learners’ Eye-Tracking Data 44
Aline Godfroid
PART III
Empirical Studies in ISLA 59
Testing Different Stages of the L2 Learning Process 60
5 Levels of Intake: A Preliminary Look at Intake and Eye Fixation
Measures vis-à-vis Type of Linguistic Item 61
Anne Thinglum
6 Levels of Awareness, Depth of Processing, and the Learning of L2
Case Markings 76
John Rogers
Contents
7 Exploring the Relationships Between Lexical Prior Knowledge and
Depth of Processing During the Intake Processing Stage: An Online
Investigation of L2 Vocabulary Learning 89
Anne Thinglum, Ellen J. Serafini, and Ronald P. Leow
8 The Role of Prior Knowledge in Depth of Processing During Written
Production: A Preliminary Investigation 104
Joara Martin Bergsleithner
Appendix A: Explicit Instruction 114
Appendix B 116
Appendix C: Narrative Instruction 117
Appendix D: Pretest and Post-test, Using Same Task and Test 118
Feedback 119
9 Computerized Type of Feedback and Depth of Processing During a
Computerized Problem-Solving Task 120
Hui-Chen Hsieh
Appendix A 134
Appendix B 136
10 Type of Feedback and Assessment Task Modality: The Role of Depth
of Processing 138
Nina Moreno
Appendix A: [+EF] Condition 154
Appendix B: f-EFJ Condition 155
11 Recasts in SCMC: Replicating and Extending Gurzynski-Weiss et al. (2016) 156
Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu
12 What Do Learners Notice While Processing Written Corrective
Feedback?: A Look at Depth of Processing Via Written Languaging 171
Lourdes Cerezo, Rosa M. Manchón, and Florentina Nicolás-Conesa
13 Written Corrective Feedback in Compositions and the Role of Depth
of Processing 186
Allison Caras
14 Reactivity, Language of Think-Aloud Protocol, and Depth of
Processing in the Processing of Reformulated Feedback 199
Sergio Adrada-Rafael and Marisa Filgueras-Gómez
Appendix A 211
vi
Contents
15 Learners’ Engagement With Indirect Written Corrective Feedback:
Depth of Processing and Self-Correction
Eun Sung Park and Ok Yeon Kim
16 Teacher and Student Perspectives of LREs in a Year 1 Spanish Class: A
Stimulated Recall Study
Shawn Loewen
Vocabulary Learning
17 Sentence-Level Processing for Content and New L2 Words: Where
Does Deeper Processing Go?
Joe Barcroft
Appendix: Examples of Sentences and Comprehension Checks From
the Learning Phase
18 Test-Enhanced Learning in L2 Spanish Lexical Development: Issues of
Depth of Processing and Think-Aloud Reactivity
Almitra Medina
19 Effects of Crosslinguistic Similarity, Complexity, and Depth of
Processing on Vocabulary Recall
Scott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz
20 Cognitive Load, Attention, and Incidental Vocabulaiy Learning: An
Eye-Tracking Study
Haemoon Lee and Hyunhye Choi
Appendix A : A Sample Reading Passage
Appendix B: Test Instrument (Sample Questions)
21 Morphological Processing of Citation and Non-citation Inflected Words
by Second Language Learners
Kira Gor and Anna Chrahaszcz
Textual Enhancement
22 Textual Enhancement, Type of Linguistic Item, and L2 Development: A
Depth of Processing Perspective
Ronald P. Leow, Angela Donate, and Hortensia Gutiérrez
23 Enhancement, Attention, and Awareness: An Eye-Tracking Study of
English Syntax
Bimali Indrarathne
212
227
247
242
256
258
273
286
300
301
302
316
317
331
VÜ
Contents
Instruction/CALL 3-
24 Explicit Instruction, Prior Knowledge, Depth of Processing, and
Grammatical Knowledge Development of Advanced EFL Learners:
The Case of the English Subjunctive Mood 3
Fei Li
25 The Effects of Implicit Positive and Negative Feedback on Processing
Subsequent Linguistic Target Items: An Eye-Tracking Study 36
James F. Lee and Stephen Doherty
26 Processing Instruction, Guided Induction, and L2 Development 37i
Alexandra Martin, Mina Niu, and Ronald P. Leow
27 Computer-Assisted Guided Induction and Deductive Instruction on the
Development of Complex Chinese ba Structures: Extending Cerezo et al. (2016) 391
Jingyuan Zhuang
28 Noticeability of Corrective Feedback in Three-Dimensional Virtual
Environments and Face-To-Face Classroom Contexts 407
Eva Kartchava and Hossein Nassaji
Individual Differences 421
29 Aptitude-Treatment Interactions in Depth of Processing: Individual
Differences and Prior Linguistics Coursework Predict Learners’
Approaches to Computer-Mediated Language Learning Activities 422
Rebecca Sachs and Kimi Nakatsukasa
30 Language Aptitude Profiles and the Effectiveness of Implicit and
Explicit Corrective Feedback 438
Gisela Granena and Yucel Yilmaz
31 Individual Differences in Working Memory and Instructed SLA 452
Nuria Sagarra
32 Examining the Relationships Among Attentional Allocation, Working
Memory, and Second Language Development: An Eye-Tracking Study 464
Bernard I. Issa
PART IV
A Curricular/Pedagogical Perspective of ISLA 481
33 From SLA ISLA ILL: A Curricular/Pedagogical Perspective 483
Ronald P. Leow
Index 492
VIII
|
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| id | DE-604.BV045295993 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T08:14:07Z |
| institution | BVB |
| isbn | 9781138056923 |
| language | English |
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| oclc_num | 1090110496 |
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| physical | xx, 497 Seiten Illustrationen, Diagramme |
| publishDate | 2019 |
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| publisher | Routledge |
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| series2 | Routledge handbooks in applied linguistics |
| spelling | The Routledge handbook of second language research in classroom learning edited by Ronald P. Leow New York ; London Routledge 2019 xx, 497 Seiten Illustrationen, Diagramme txt rdacontent n rdamedia nc rdacarrier Routledge handbooks in applied linguistics "The Routledge Handbook of Second Language Research in Classroom Learning is a comprehensive psycholinguistic approach to the issue of instructed language learning that is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing together empirical studies with theoretical underpinnings, this handbook focuses on conceptual replications/extensions of and new research on classroom learning or Instructed SLA (ISLA). In chapters from leading experts, the handbook reports on the tenets of several models that have postulated the roles of cognitive processes in the L2 learning process and also covers two major methodological data-elicitation procedures to be employed in addressing learner cognitive processes (think aloud protocols and eye-tracking). With a dedicated interest in the role of this research in pedagogical ramifications, this handbook strives for deeper understanding of how L2 learners process L2 data in instructional settings"-- Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Second language acquisition Language and languages / Study and teaching Fremdsprachenunterricht (DE-588)4018428-6 s DE-604 Leow, Ronald P. 1954- (DE-588)137378300 edt Äquivalent Druck-Ausgabe, Paperback 978-1-03-240162-1 Erscheint auch als Online-Ausgabe, ebk 978-1-315-16508-0 Digitalisierung UB Augsburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030683249&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | The Routledge handbook of second language research in classroom learning Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4018428-6 |
| title | The Routledge handbook of second language research in classroom learning |
| title_auth | The Routledge handbook of second language research in classroom learning |
| title_exact_search | The Routledge handbook of second language research in classroom learning |
| title_full | The Routledge handbook of second language research in classroom learning edited by Ronald P. Leow |
| title_fullStr | The Routledge handbook of second language research in classroom learning edited by Ronald P. Leow |
| title_full_unstemmed | The Routledge handbook of second language research in classroom learning edited by Ronald P. Leow |
| title_short | The Routledge handbook of second language research in classroom learning |
| title_sort | the routledge handbook of second language research in classroom learning |
| topic | Fremdsprachenunterricht (DE-588)4018428-6 gnd |
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