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Routledge Handbook of Second Language Research in Classroom Learning

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Adult L2 Learner
Adult L2 Reader
Category=CFDC
Category=CJ
cognitive process
cognitive processing
Concurrent Data Elicitation Procedure
corrective feedback analysis
depth of processing in instructed SLA
Direct Object Pronouns
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Explicit Feedback
eye-tracking
eye-tracking methodology
Fixation Duration
Implicit Feedback
Incidental Vocabulary Learning
individual learner differences
Instructed Language Learning
Involvement Load Hypothesis
ISLA Research
L2 Learner
L2 Learning Process
L2 processing
language acquisition theory
Linguistic Item
Metalinguistic Explanation
psycholinguistic research
psycholinguistics
Retrospective Verbal Reports
second language learning
second language processing
SVO
Target Item
Target Lexical Items
Target Linguistic Items
Target Structure
Target Word Meaning
Target Words
Textual Enhancement
think aloud protocols
WCF
Word Forms

Product details

  • ISBN 9781032401621
  • Weight: 1360g
  • Dimensions: 178 x 254mm
  • Publication Date: 29 Aug 2022
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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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.
About

Ronald P. Leow is Professor of Applied Linguistics and Director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University, USA.