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.
TABLE OF CONTENTS
part I|15 pages
Theoretical Foundations
part II|29 pages
Research Methodology
chapter 3|13 pages
Verbal Reports in Instructed SLA Research
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
chapter 7|15 pages
Exploring the Relationships Between Lexical Prior Knowledge and Depth of Processing During the Intake Processing Stage
chapter 8|15 pages
The Role of Prior Knowledge in Depth of Processing During Written Production
part |122 pages
Feedback
chapter 12|15 pages
What Do Learners Notice While Processing Written Corrective Feedback?
chapter 15|15 pages
Learners’ Engagement With Indirect Written Corrective Feedback
chapter 16|14 pages
Teacher and Student Perspectives of LREs in a Year 1 Spanish Class
part |75 pages
Vocabulary Learning
chapter 17|16 pages
Sentence-Level Processing for Content and New L2 Words
chapter 18|15 pages
Test-Enhanced Learning in L2 Spanish Lexical Development
chapter 20|16 pages
Cognitive Load, Attention, and Incidental Vocabulary Learning
part |30 pages
Textual Enhancement
chapter 22|14 pages
Textual Enhancement, Type of Linguistic Item, and L2 Development
part |75 pages
Instruction/CALL
chapter 24|14 pages
Explicit Instruction, Prior Knowledge, Depth of Processing, and Grammatical Knowledge Development of Advanced EFL Learners
chapter 25|14 pages
The Effects of Implicit Positive and Negative Feedback on Processing Subsequent Linguistic Target Items
chapter 27|16 pages
Computer-Assisted Guided Induction and Deductive Instruction on the Development of Complex Chinese ba Structures
part |59 pages
Individual Differences
chapter 29|16 pages
Aptitude-Treatment Interactions in Depth of Processing
chapter 32|16 pages
Examining the Relationships Among Attentional Allocation, Working Memory, and Second Language Development
part IV|11 pages
A Curricular/Pedagogical Perspective of ISLA