A Psycholinguistic Approach to Technology and Language Learning /

A Psycholinguistic Approach to Technology and Language Learning / / ed. by Ronald Leow, Luis Cerezo, Melissa Baralt.

Show other versions (1)

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 teach...

Full description

Saved in:
Bibliographic Details
Superior document:Title is part of eBook package: De Gruyter DG Plus DeG Package 2016 Part 1
MitwirkendeR:
Baralt, Melissa,
Cerezo, Luis,
Fuente, María José de la,
Gurzynski-Weiss, Laura,
Hsieh, Hui-Chen,
Khalil, Maimoonah Al,
Leow, Ronald P.,
Medina, Almitra,
Morales-Front, Alfonso,
Moreno, Nina,
Pennestri, Susan,
Petersen, Ken,
Sachs, Rebecca,
Sanz, Cristina,
Serafini, Ellen Johnson,
Suh, Bo-Ram,
Zalbidea, Janire,
Zárate-Sández, Germán,
HerausgeberIn:
Baralt, Melissa,
Cerezo, Luis,
Leow, Ronald,
Place / Publishing House:Berlin ;, Boston : : De Gruyter Mouton, , [2015]
©2016
Year of Publication:2015
Language:English
Series:Studies in Second and Foreign Language Education [SSFLE] , 11
Online Access:
Physical Description:1 online resource (267 p.)
Tags: Add Tag
No Tags, Be the first to tag this record!
Table of Contents:
  • Frontmatter
  • 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

Similar Items