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: | |
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| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2022
|
| Ausgabe: | First issued in paperback |
| 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: | 9781032401621 |
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| 245 | 1 | 0 | |a The Routledge handbook of second language research in classroom learning |c edited by Ronald P. Leow |
| 250 | |a First issued in paperback | ||
| 264 | 1 | |a New York ; London |b Routledge |c 2022 | |
| 300 | |a xx, 497 Seiten |b Illustrationen, Diagramme | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 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"-- | |
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Datensatz im Suchindex
| _version_ | 1805071362669150208 |
|---|---|
| adam_text |
Contents ix xi xv List ofFigures List of Tables List of Contributors 1 Classroom Learning: Of Processing and Processes Ronald P. Leow 1 PARTI Theoretical Foundations 2 Theoretical Underpinnings and Cognitive Processes in Instructed SLA Ronald P Leow Ί3 15 PART II Research Methodology 3 Verbal Reports in Instructed SLA Research: Opportunities, Challenges, and Limitations Melissa A. Bowles 4 Investigating Instructed Second Language Acquisition Using L2 Learners’ Eye-Tracking Data Aline Godfroid 29 31 44 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 Anne Thinglum 61 6 Levels of Awareness, Depth of Processing, and the Learning of L2 Case Markings John Rogers 76
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 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 Joara Martin Bergsleithner 89 104 Appendix A: Explicit Instruction Appendix В Appendix C: Narrative Instruction Appendix D: Pretest and Post-test, Using Same Task and Test Feedback 9 Computerized Type of Feedback and Depth of Processing During a Computerized Problem-Solving Task Hui-Chen Hsieh 114 116 117 118 119 120 Appendix A Appendix В 10 Type of Feedback and Assessment Task Modality: The Role of Depth of Processing Nina Moreno 134 136 138 Appendix A: [+EF] Condition Appendix B: [-EF] Condition 154 155 11 Recasts in SCMC: Replicating and Extending Gurzynski-Weiss et al. (2016) Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu 156 12 What Do Learners Notice While Processing Written Corrective Feedback?: A Look at Depth of Processing Via Written Languaging Lourdes Cerezo, Rosa Μ. Manchon, and Fiorentina Nicolds-Conesa 171 13 Written Corrective Feedback in Compositions and the Role of Depth of Processing Allison Caras 186 14 Reactivity, Language of Think-Aloud Protocol, and Depth of Processing in the Processing of Reformulated Feedback Sergio Adrada-Rafael and Marisa Filgueras-Gomez 199 Appendix A vi 211
Contents 15 Learners’ Engagement With Indirect Written Corrective Feedback: Depth of Processing and Self-Correction Enn Sung Park and Ok Yeon Kim 212 16 Teacher and Student Perspectives of LREs in a Year 1 Spanish Class: A Stimulated Recall Study Shawn Loewen 227 Vocabulary Learning 24 Ί 17 Sentence-Level Processing for Content and New L2 Words: Where Does Deeper Processing Go? Joe Barcroft 242 Appendix: Examples ofSentences and Comprehension Checks From the Learning Phase 256 18 Test-Enhanced Learning in L2 Spanish Lexical Development: Issues of Depth of Processing and Think-Aloud Reactivity Almitra Medina 258 19 Effects of Crosslinguistic Similarity, Complexity, and Depth of Processing on Vocabulary Recall Scott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz 273 20 Cognitive Load, Attention, and Incidental Vocabulary Learning: An Eye-Tracking Study Haemoon Lee and Hyunhye Choi 286 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 Chrabaszcz 300 301 302 Textual Enhancement 316 22 Textual Enhancement, Type of Linguistic Item, and L2 Development: A Depth of Processing Perspective 317 Ronald P Leow, Angela Donate, and Hortensia Gutiérrez 23 Enhancement, Attention, and Awareness: An Eye-Tracking Study of English Syntax Bimali Indrarathne 331 vii
Contents Instruction/CALL 24 Explicit Instruction, Prior Knowledge, Depth of Processing, and Grammatical Knowledge Development of Advanced EFL Learners: The Case of the English Subjunctive Mood Fei Li 25 The Effects of Implicit Positive and Negative Feedback on Processing Subsequent Linguistic Target Items: An Eye-Tracking Study James F Lee and Stephen Doherty 346 347 361 26 Processing Instruction, Guided Induction, and L2 Development Alexandra Martin, Mina Niu, and Ronald P. Leow 375 27 Computer-Assisted Guided Induction and Deductive Instruction on the Development of Complex Chinese ba Structures: Extending Cerezo et al. (2016) Jingyuan Zhuang 28 Noticeability of Corrective Feedback in Three-Dimensional Virtual Environments and Face-To-Face Classroom Contexts Eva Kartchava and Hossein Nassaji Individual Differences 29 Aptitude-Treatment Interactions in Depth of Processing: Individual Differences and Prior Linguistics Coursework Predict Learners’ Approaches to Computer-Mediated Language Learning Activities Rebecca Sachs and Kimi Nakatsukasa 30 Language Aptitude Profiles and the Effectiveness of Implicit and Explicit Corrective Feedback Gisela Granena and Yucel Yilmaz 31 Individual Differences in Working Memory and Instructed SLA Nuria Sagarra 32 Examining the Relationships Among Attentional Allocation, Working Memory, and Second Language Development: An Eye-Tracking Study Bernard 1. Issa 391 407 42 Ί 422 438 452 464 PART IV A Curricular/Pedagogical Perspective of ISLA 481 33 From SLA ISLA ILL: A Curricular/Pedagogical Perspective Ronald P Leow 483 Index 492 viii |
| adam_txt |
Contents ix xi xv List ofFigures List of Tables List of Contributors 1 Classroom Learning: Of Processing and Processes Ronald P. Leow 1 PARTI Theoretical Foundations 2 Theoretical Underpinnings and Cognitive Processes in Instructed SLA Ronald P Leow Ί3 15 PART II Research Methodology 3 Verbal Reports in Instructed SLA Research: Opportunities, Challenges, and Limitations Melissa A. Bowles 4 Investigating Instructed Second Language Acquisition Using L2 Learners’ Eye-Tracking Data Aline Godfroid 29 31 44 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 Anne Thinglum 61 6 Levels of Awareness, Depth of Processing, and the Learning of L2 Case Markings John Rogers 76
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 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 Joara Martin Bergsleithner 89 104 Appendix A: Explicit Instruction Appendix В Appendix C: Narrative Instruction Appendix D: Pretest and Post-test, Using Same Task and Test Feedback 9 Computerized Type of Feedback and Depth of Processing During a Computerized Problem-Solving Task Hui-Chen Hsieh 114 116 117 118 119 120 Appendix A Appendix В 10 Type of Feedback and Assessment Task Modality: The Role of Depth of Processing Nina Moreno 134 136 138 Appendix A: [+EF] Condition Appendix B: [-EF] Condition 154 155 11 Recasts in SCMC: Replicating and Extending Gurzynski-Weiss et al. (2016) Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu 156 12 What Do Learners Notice While Processing Written Corrective Feedback?: A Look at Depth of Processing Via Written Languaging Lourdes Cerezo, Rosa Μ. Manchon, and Fiorentina Nicolds-Conesa 171 13 Written Corrective Feedback in Compositions and the Role of Depth of Processing Allison Caras 186 14 Reactivity, Language of Think-Aloud Protocol, and Depth of Processing in the Processing of Reformulated Feedback Sergio Adrada-Rafael and Marisa Filgueras-Gomez 199 Appendix A vi 211
Contents 15 Learners’ Engagement With Indirect Written Corrective Feedback: Depth of Processing and Self-Correction Enn Sung Park and Ok Yeon Kim 212 16 Teacher and Student Perspectives of LREs in a Year 1 Spanish Class: A Stimulated Recall Study Shawn Loewen 227 Vocabulary Learning 24 Ί 17 Sentence-Level Processing for Content and New L2 Words: Where Does Deeper Processing Go? Joe Barcroft 242 Appendix: Examples ofSentences and Comprehension Checks From the Learning Phase 256 18 Test-Enhanced Learning in L2 Spanish Lexical Development: Issues of Depth of Processing and Think-Aloud Reactivity Almitra Medina 258 19 Effects of Crosslinguistic Similarity, Complexity, and Depth of Processing on Vocabulary Recall Scott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz 273 20 Cognitive Load, Attention, and Incidental Vocabulary Learning: An Eye-Tracking Study Haemoon Lee and Hyunhye Choi 286 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 Chrabaszcz 300 301 302 Textual Enhancement 316 22 Textual Enhancement, Type of Linguistic Item, and L2 Development: A Depth of Processing Perspective 317 Ronald P Leow, Angela Donate, and Hortensia Gutiérrez 23 Enhancement, Attention, and Awareness: An Eye-Tracking Study of English Syntax Bimali Indrarathne 331 vii
Contents Instruction/CALL 24 Explicit Instruction, Prior Knowledge, Depth of Processing, and Grammatical Knowledge Development of Advanced EFL Learners: The Case of the English Subjunctive Mood Fei Li 25 The Effects of Implicit Positive and Negative Feedback on Processing Subsequent Linguistic Target Items: An Eye-Tracking Study James F Lee and Stephen Doherty 346 347 361 26 Processing Instruction, Guided Induction, and L2 Development Alexandra Martin, Mina Niu, and Ronald P. Leow 375 27 Computer-Assisted Guided Induction and Deductive Instruction on the Development of Complex Chinese ba Structures: Extending Cerezo et al. (2016) Jingyuan Zhuang 28 Noticeability of Corrective Feedback in Three-Dimensional Virtual Environments and Face-To-Face Classroom Contexts Eva Kartchava and Hossein Nassaji Individual Differences 29 Aptitude-Treatment Interactions in Depth of Processing: Individual Differences and Prior Linguistics Coursework Predict Learners’ Approaches to Computer-Mediated Language Learning Activities Rebecca Sachs and Kimi Nakatsukasa 30 Language Aptitude Profiles and the Effectiveness of Implicit and Explicit Corrective Feedback Gisela Granena and Yucel Yilmaz 31 Individual Differences in Working Memory and Instructed SLA Nuria Sagarra 32 Examining the Relationships Among Attentional Allocation, Working Memory, and Second Language Development: An Eye-Tracking Study Bernard 1. Issa 391 407 42 Ί 422 438 452 464 PART IV A Curricular/Pedagogical Perspective of ISLA 481 33 From SLA ISLA ILL: A Curricular/Pedagogical Perspective Ronald P Leow 483 Index 492 viii |
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| isbn | 9781032401621 |
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| spelling | The Routledge handbook of second language research in classroom learning edited by Ronald P. Leow First issued in paperback New York ; London Routledge 2022 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, Hardcover 978-1-138-05692-3 Erscheint auch als Online-Ausgabe, ebk 978-1-315-16508-0 Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=034969305&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| title | The Routledge handbook of second language research in classroom learning |
| title_auth | The Routledge handbook of second language research in classroom learning |
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| title_full | The Routledge handbook of second language research in classroom learning edited by Ronald P. Leow |
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