ABSTRACT
Given the positive results manifested in these CALL tasks, let us fine-tune the development of psycholinguistics-based e-tutors, keeping in mind the students' learning outcomes. The purpose of this e-tutor is to promote a deeper understanding of the uses of a syntactic construction involving the problematic Spanish psych verb gustar, which requires a dative experiencer, obligatorily doubled by a dative clitic. This chapter focuses on the benefits of promoting more robust L2 learning before actual practice in the classroom setting. The tasks clearly acknowledge the role of technology in traditional classroom and seek to use this source as one way of getting students to process the L2 data more deeply. It presents the supported samples of classroom tasks or activities that are designed to engage our students' cognitive processes in a relatively controlled way to maximize L2 development. It designs to address the roles pertaining to attention, depth of processing, levels of awareness, intake processing, conceptually-driven processing, and working memory.
