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The Routledge Handbook of Second Language Research in Classroom Learning

Edited by: Ronald P. Leow

Print publication date:  February  2019
Online publication date:  February  2019

Print ISBN: 9781138056923
eBook ISBN: 9781315165080
Adobe ISBN:

10.4324/9781315165080
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Book description

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.

Table of contents

Prelims Download PDF
Chapter  1:  Classroom Learning Download PDF
Chapter  2:  Theoretical Underpinnings and Cognitive Processes in Instructed SLA Download PDF
Chapter  3:  Verbal Reports in Instructed SLA Research Download PDF
Chapter  4:  Investigating Instructed Second Language Acquisition Using L2 Learners’ Eye-Tracking Data Download PDF
Chapter  5:  Levels of Intake Download PDF
Chapter  6:  Levels of Awareness, Depth of Processing, and the Learning of L2 Case Markings Download PDF
Chapter  7:  Exploring the Relationships Between Lexical Prior Knowledge and Depth of Processing During the Intake Processing Stage Download PDF
Chapter  8:  The Role of Prior Knowledge in Depth of Processing During Written Production Download PDF
Chapter  9:  Computerized Type of Feedback and Depth of Processing During a Computerized Problem-Solving Task Download PDF
Chapter  10:  Type of Feedback and Assessment Task Modality Download PDF
Chapter  11:  Recasts in SCMC Download PDF
Chapter  12:  What Do Learners Notice While Processing Written Corrective Feedback? Download PDF
Chapter  13:  Written Corrective Feedback in Compositions and the Role of Depth of Processing Download PDF
Chapter  14:  Reactivity, Language of Think-Aloud Protocol, and Depth of Processing in the Processing of Reformulated Feedback Download PDF
Chapter  15:  Learners’ Engagement With Indirect Written Corrective Feedback Download PDF
Chapter  16:  Teacher and Student Perspectives of LREs in a Year 1 Spanish Class Download PDF
Chapter  17:  Sentence-Level Processing for Content and New L2 Words Download PDF
Chapter  18:  Test-Enhanced Learning in L2 Spanish Lexical Development Download PDF
Chapter  19:  Effects of Crosslinguistic Similarity, Complexity, and Depth of Processing on Vocabulary Recall Download PDF
Chapter  20:  Cognitive Load, Attention, and Incidental Vocabulary Learning Download PDF
Chapter  21:  Morphological Processing of Citation and Non-citation Inflected Words by Second Language Learners Download PDF
Chapter  22:  Textual Enhancement, Type of Linguistic Item, and L2 Development Download PDF
Chapter  23:  Enhancement, Attention, and Awareness Download PDF
Chapter  24:  Explicit Instruction, Prior Knowledge, Depth of Processing, and Grammatical Knowledge Development of Advanced EFL Learners Download PDF
Chapter  25:  The Effects of Implicit Positive and Negative Feedback on Processing Subsequent Linguistic Target Items Download PDF
Chapter  26:  Processing Instruction, Guided Induction, and L2 Development Download PDF
Chapter  27:  Computer-Assisted Guided Induction and Deductive Instruction on the Development of Complex Chinese ba Structures Download PDF
Chapter  28:  Noticeability of Corrective Feedback in Three-Dimensional Virtual Environments and Face-To-Face Classroom Contexts Download PDF
Chapter  29:  Aptitude-Treatment Interactions in Depth of Processing Download PDF
Chapter  30:  Language Aptitude Profiles and the Effectiveness of Implicit and Explicit Corrective Feedback Download PDF
Chapter  31:  Individual Differences in Working Memory and Instructed SLA Download PDF
Chapter  32:  Examining the Relationships Among Attentional Allocation, Working Memory, and Second Language Development Download PDF
Chapter  33:  From SLA > ISLA > ILL Download PDF
Index Download PDF
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