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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.
Explicit Learning in the L2 Classroom offers a unique five-prong
(theoretical, empirical, methodological, pedagogical, and model
building) approach to the issue of explicit learning in the L2
classroom from a student-centered perspective. To achieve this
five-prong objective, the book reports the theoretical
underpinnings, empirical studies, and the research designs employed
in current research to investigate the constructs of attention and
awareness in SLA with the objectives to (1) propose a model of the
L2 learning process in SLA that accounts for the cognitive
processes employed during this process and (2) provide pedagogical
and curricular implications for the L2 classroom. The book also
provides a comprehensive treatise of research methodology that is
aimed at not only underscoring the major features of conducting
robust research designs with high levels of internal validity but
also preparing teachers to become critical readers of published
empirical research.
Explicit Learning in the L2 Classroom offers a unique five-prong
(theoretical, empirical, methodological, pedagogical, and model
building) approach to the issue of explicit learning in the L2
classroom from a student-centered perspective. To achieve this
five-prong objective, the book reports the theoretical
underpinnings, empirical studies, and the research designs employed
in current research to investigate the constructs of attention and
awareness in SLA with the objectives to (1) propose a model of the
L2 learning process in SLA that accounts for the cognitive
processes employed during this process and (2) provide pedagogical
and curricular implications for the L2 classroom. The book also
provides a comprehensive treatise of research methodology that is
aimed at not only underscoring the major features of conducting
robust research designs with high levels of internal validity but
also preparing teachers to become critical readers of published
empirical research.
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.
Over the last several decades, neuroscientists, cognitive
psychologists, and psycholinguists have investigated the extent to
which language learning is implicit, emerging largely independent
of awareness, or explicit, requiring overt instruction and
conscious learning strategies. This volume explores the implicit
through explicit learning continuum in second language acquisition
and development. It brings together theoretical, methodological,
and new empirical perspectives, builds connections among them, and
draws pedagogical implications when possible. The section on theory
examines the psychological and neurological processes of implicit
and explicit learning, what aspects of language learning can be
affected by explicit learning, and the effects of bilingualism on
the mental processing of language. Rigorous empirical research
investigations probe specific aspects of acquiring morphosyntax and
phonology, including early input, production, feedback, age, and
study abroad. A final section explores the rich insights provided
into language processing by bilingualism, including such major
areas as aging, third language acquisition, and language
separation.
How do people learn nonnative languages? And is there one part or
function of our brains solely dedicated to language processing, or
do we apply our general information-processing abilities when
learning a new language? In this book, an interdisciplinary
collaboration of scholars and researchers presents an overview of
the latter approach to adult second language acquisition and brings
together, for the first time, a comprehensive picture of the latest
research on this subject. Clearly organized into four distinct but
integrated parts, "Mind and Context in Adult Second Language
Acquisition" first provides an introduction to
information-processing approaches and the tools for students to
understand the data. The next sections explain factors that affect
language learning, both internal (attention and awareness,
individual differences, and the neural bases of language
acquisition) and external (input, interaction, and pedagogical
interventions). It concludes by looking at two pedagogical
applications: processing instruction and content based instruction.
This important and timely volume is a must-read for students of
language learning, second language acquisition, and linguists who
want to better understand the information-processing approaches to
learning a non-primary language. This book will also be of immense
interest to language scholars, program directors, teachers, and
administrators in both second language acquisition and cognitive
psychology.
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