Routledge Handbook of Second Language Research in Classroom Learning

<p><em>The Routledge Handbook of Second Language Research in Classroom Learning</em> 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 <i>Handbook</i> 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.</p> <p>TABLE OF CONTENTS</p><p>List of Figures</p><p>List of Tables</p><p>List of Contributors</p><p>1. Classroom learning: Of processing and processes</p><p>Ronald P. Leow</p><p>Part 1</p><p>Theoretical Foundations</p><p>2. Theoretical underpinnings and cognitive processes in instructed SLA</p><p>Ronald P. Leow</p><p>Part II</p><p>Research Methodology</p><p>3. Verbal reports in instructed SLA research: Opportunities, challenges, and limitations</p><p>Melissa A. Bowles</p><p>4. Investigating instructed second language acquisition using L2 learners’ eye-tracking data</p><p>Aline Godfroid</p><p>Part III</p><p>Empirical Studies in ISLA</p><p>Testing different stages of the L2 learning process</p><p>5. Levels of intake: A preliminary look at intake and eye fixation measures vis-à-vis type of linguistic item</p><p>Anne Thinglum</p><p>6. Levels of awareness, depth of processing, and the learning of L2 case markings</p><p>John Rogers</p><p>7. Exploring the relationships between lexical prior knowledge and depth of processing during the intake processing stage: An online investigation of L2 vocabulary learning</p><p>Anne Thinglum, Ellen J. Serafini, and Ronald P. Leow</p><p>8. Chapter 8. The role of prior knowledge in depth of processing during written production: A preliminary investigation<em>Joara Martin Bergsleithner</em></p><p>Appendix A: Explicit Instruction </p><p>Appendix B </p><p>Appendix C: Narrative Instruction </p><p>Appendix D: Pretest and Post-test Using same Task and Test </p><p><strong>Feedback</strong></p><p>9. Computerized type of feedback and depth of processing during a computerized problem-solving task<em>Hui-Chen Hsieh</em></p><p>Appendix A </p><p>Appendix B</p><p>10. Type of feedback and assessment task modality: The role of depth of processing</p><p><em>Nina Moreno</em></p><p>Appendix A: [+EF] Condition </p><p>Appendix B: [–<i>EF] Condition</i></p><p>11. Recasts in SCMC: Replicating and extending Gurzynski-Weiss et al. (2016)</p><p>Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu</p><p>12. What do learners notice while processing written corrective feedback? A look at depth of processing via written languaging</p><p>Lourdes Cerezo, Rosa M. Manchón, and Florentina Nicolás-Conesa</p><p>13. Written corrective feedback in compositions and the role of depth of processing</p><p>Allison Caras</p><p>14. Reactivity, language of think aloud protocol, and depth of processing in the processing of reformulated feedback</p><p>Sergio Adrada-Rafael and Marisa Filgueras-Gómez</p><p>Appendix A</p><p>15. Learners’ use of indirect written corrective feedback: Depth of processing and self-correction</p><p>Eun Sung Park and Ok Yeon Kim</p><p>16. Teacher and student perspectives of LREs in a Year 1 Spanish class: A stimulated recall study</p><p>Shawn Loewen</p><p><strong>Vocabulary learning</strong></p><p>17. Sentence-level processing for content and new L2 words: Where does deeper processing go?</p><p><em>Joe Barcroft</em></p><p>Appendix: Examples of Sentences and Comprehension Checks From the Learning Phase</p><p>18. Test-enhanced learning in L2 Spanish lexical development: Issues of depth of processing and think-aloud reactivity</p><p>Almitra Medina</p><p>19. Effects of crosslinguistic similarity, complexity, and depth of processing on vocabulary recall</p><p>Scott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz</p><p>20. Cognitive load, attention and incidental vocabulary learning: An eye-tracking study</p><p><em>Haemoon Lee and Hyunhye Choi</em></p><p>Appendix A: A Sample Reading Passage </p><p>Appendix B: Test Instrument (Sample Questions)</p><p>21. Morphological processing of citation and non-citation inflected words by second language learners</p><p>Kira Gor and Anna Chrabaszcz</p><p><strong>Textual enhancement</strong></p><p>22. Textual enhancement, type of linguistic item, and L2 development: A depth of processing perspective</p><p>Ronald P. Leow, Angela Donate, and Hortensia Gutiérrez</p><p>23. Enhancement, attention, and awareness: An eye-tracking study of English syntax</p><p>Bimali Indrarathne</p><p><strong>Instruction/CALL</strong></p><p>24. Explicit instruction, prior knowledge, depth of processing, and grammatical knowledge development of advanced EFL learners—the case of the English subjunctive mood</p><p>Fei Li</p><p>25. The effects of implicit positive and negative feedback on processing subsequent linguistic target items: An eye-tracking study</p><p>James F. Lee and Stephen Doherty</p><p>26. Processing instruction, guided induction, and L2 development</p><p>Alexandra Martín, Mina Niu, and Ronald P. Leow</p><p>27. Computer-assisted guided induction and deductive instruction on the development of complex Chinese <i>ba </i>structures: Extending Cerezo et al. (2016)</p><p>Jingyuan Zhuang</p><p>28. Noticeability of corrective feedback in three dimensional virtual environments and face-to-face classroom contexts</p><p>Eva Kartchava and Hossein Nassaji</p><p><strong>Individual differences</strong></p><p>29. Aptitude-treatment interactions in depth of processing: Individual differences and prior linguistics coursework predict learners’ approaches to computer-mediated language learning activities</p><p>Rebecca Sachs and Kimi Nakatsukasa</p><p>30. Language aptitude profiles and the effectiveness of implicit and explicit corrective feedback</p><p>Gisela Granena and Yucel Yilmaz</p><p>31. Individual differences in working memory and instructed SLA</p><p>Nuria Sagarra</p><p>32. Examining the relationships between attentional allocation, working memory and second language development: An eye-tracking study</p><p>Bernard I. Issa</p><p>Part IV</p><p>A Curricular/Pedagogical Perspective of ISLA</p><p>33. From SLA > ISLA > ILL: A curricular/pedagogical perspective</p><p>Ronald P. Leow</p><p>Index</p>