ABSTRACT

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.

chapter 1|12 pages

Classroom Learning

Of Processing and Processes
ByRonald P. Leow

part I|15 pages

Theoretical Foundations

chapter 2|13 pages

Theoretical Underpinnings and Cognitive Processes in Instructed SLA

ByRonald P. Leow

part II|29 pages

Research Methodology

chapter 3|13 pages

Verbal Reports in Instructed SLA Research

Opportunities, Challenges, and Limitations
ByMelissa A. Bowles

part III|421 pages

Empirical Studies in ISLA

part |59 pages

Testing Different Stages of the L2 Learning Process

chapter 5|15 pages

Levels of Intake

A Preliminary Look at Intake and Eye Fixation Measures vis-à-vis Type of Linguistic Item
ByAnne Thinglum

chapter 7|15 pages

Exploring the Relationships Between Lexical Prior Knowledge and Depth of Processing During the Intake Processing Stage

An Online Investigation of L2 Vocabulary Learning
ByAnne Thinglum, Ellen J. Serafini, Ronald P. Leow

chapter 8|15 pages

The Role of Prior Knowledge in Depth of Processing During Written Production

A Preliminary Investigation
ByJoara Martin Bergsleithner

part |122 pages

Feedback

chapter 10|18 pages

Type of Feedback and Assessment Task Modality

The Role of Depth of Processing
ByNina Moreno

chapter 11|15 pages

Recasts in SCMC

Replicating and Extending Gurzynski-Weiss et al. (2016)
ByChrissy Bistline-Bonilla, Gabriela DeRobles, Yiran Xu

chapter 12|15 pages

What Do Learners Notice While Processing Written Corrective Feedback?

A Look at Depth of Processing Via Written Languaging 1
ByLourdes Cerezo, Rosa M. Manchón, Florentina Nicolás-Conesa

chapter 14|13 pages

Reactivity, Language of Think-Aloud Protocol, and Depth of Processing in the Processing of Reformulated Feedback

BySergio Adrada-Rafael, Marisa Filgueras-Gómez

chapter 15|15 pages

Learners’ Engagement With Indirect Written Corrective Feedback

Depth of Processing and Self-Correction
ByEun Sung Park, Ok Yeon Kim

chapter 16|14 pages

Teacher and Student Perspectives of LREs in a Year 1 Spanish Class

A Stimulated Recall Study
ByShawn Loewen

part |75 pages

Vocabulary Learning

chapter 17|16 pages

Sentence-Level Processing for Content and New L2 Words

Where Does Deeper Processing Go?
ByJoe Barcroft

chapter 18|15 pages

Test-Enhanced Learning in L2 Spanish Lexical Development

Issues of Depth of Processing and Think-Aloud Reactivity
ByAlmitra Medina

chapter 19|13 pages

Effects of Crosslinguistic Similarity, Complexity, and Depth of Processing on Vocabulary Recall

ByScott Jarvis, Torri Raines, Paula Schaefer, Olga Sormaz

chapter 20|16 pages

Cognitive Load, Attention, and Incidental Vocabulary Learning

An Eye-Tracking Study
ByHaemoon Lee, Hyunhye Choi

part |30 pages

Textual Enhancement

chapter 22|14 pages

Textual Enhancement, Type of Linguistic Item, and L2 Development

A Depth of Processing Perspective
ByRonald P. Leow, Angela Donate, Hortensia Gutiérrez

chapter 23|15 pages

Enhancement, Attention, and Awareness

An Eye-Tracking Study of English Syntax
ByBimali Indrarathne

part |75 pages

Instruction/CALL

chapter 25|14 pages

The Effects of Implicit Positive and Negative Feedback on Processing Subsequent Linguistic Target Items

An Eye-Tracking Study
ByJames F. Lee, Stephen Doherty

chapter 26|16 pages

Processing Instruction, Guided Induction, and L2 Development

ByAlexandra Martin, Mina Niu, Ronald P. Leow

chapter 27|16 pages

Computer-Assisted Guided Induction and Deductive Instruction on the Development of Complex Chinese ba Structures

Extending Cerezo et al. (2016)
ByJingyuan Zhuang

part |59 pages

Individual Differences

chapter 29|16 pages

Aptitude-Treatment Interactions in Depth of Processing

Individual Differences and Prior Linguistics Coursework Predict Learners’ Approaches to Computer-Mediated Language Learning Activities
ByRebecca Sachs, Kimi Nakatsukasa

chapter 31|12 pages

Individual Differences in Working Memory and Instructed SLA

ByNuria Sagarra

part IV|11 pages

A Curricular/Pedagogical Perspective of ISLA

chapter 33|9 pages

From SLA > ISLA > ILL

A Curricular/Pedagogical Perspective
ByRonald P. Leow