A Psycholinguistic Approach to Technology and Language Learning
A Psycholinguistic Approach
1st Edition
Published on 13. November 2015
XXII, 267 pages
978-1-61451-367-4 (ISBN)
Description
The use of technology for second language learning is ever more present. This book offers a unique four-prong approach (theoretical, methodological, empirical, and pedagogical) to current and prospective uses of technology in L2 learning from a psycholinguistic perspective. It is accessible to teachers, graduate students, and professors of all disciplines interested in technology and L2 learning.
More details
Series
Language
English
Place of publication
Boston
United States
Publishing group
De Gruyter
Target group
Professional and scholarly
US School Grade: College Graduate Student
Illustrations
45 s/w Tabellen, 14 Abbildungen
14 ill., 45 tbl.
File size
1,75 MB
ISBN-13
978-1-61451-367-4 (9781614513674)
Schweitzer Classification
Other editions
Additional editions
Ronald P. Leow | Luis Cerezo | Melissa Baralt
A Psycholinguistic Approach to Technology and Language Learning
A Psycholinguistic Approach
E-Book
11/2015
1st Edition
De Gruyter Mouton
€114.95
Available for download
Ronald P. Leow | Luis Cerezo | Melissa Baralt
A Psycholinguistic Approach to Technology and Language Learning
A Psycholinguistic Approach
Book
11/2015
1st Edition
De Gruyter Mouton
€114.95
Article not available at the moment
Persons
Ronald P. Leow, Georgetown University; Luis Cerezo, American University; Melissa Baralt, Florida International University.
Content
- Intro
- Contents
- List of contributors
- Acknowledgment
- Preface
- Section I: Introduction to technology and SLA theory
- 1. The language classroom in the age of networked learning
- 2. Theoretical approaches to CALL research: Toward a psycholinguistic perspective
- Section II: Technology and SLA research: Methodological issues
- 3. Always in motion the future is: Doctoral students' use of technology for SLA research
- 4. Technology and SLA research: Validity issues
- Section III: Technology and SLA research: Empirical studies
- 5. CALL versus non-CALL in L2 form learning: A research synthesis and meta-analysis of comparative studies
- 6. The variable effects of level of awareness and CALL versus non-CALL textual modification on adult L2 readers' comprehension and learning
- 7. Awareness, type of medium, and L2 development: Revisiting Hsieh (2008)
- 8. Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation
- 9. Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms
- 10. Uptake, task complexity, and L2 development in SLA: An online perspective
- 11. Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development
- Section IV: Technology and practice
- 12. Psycholinguistically motivated CALL activities
- 13. Where do we go from here?
- Index
