|
|
|
ix | |
|
|
|
xi | |
|
|
|
xv | |
|
1 Classroom Learning: Of Processing and Processes |
|
|
1 | (12) |
|
|
|
PART I Theoretical Foundations |
|
|
13 | (16) |
|
2 Theoretical Underpinnings and Cognitive Processes in Instructed SLA |
|
|
15 | (14) |
|
|
|
PART II Research Methodology |
|
|
29 | (30) |
|
3 Verbal Reports in Instructed SLA Research: Opportunities, Challenges, and Limitations |
|
|
31 | (13) |
|
|
|
4 Investigating Instructed Second Language Acquisition Using L2 Learners' Eye-Tracking Data |
|
|
44 | (15) |
|
|
|
PART III Empirical Studies in ISLA |
|
|
59 | (182) |
|
Testing Different Stages of the L2 Learning Process |
|
|
60 | (1) |
|
5 Levels of Intake: A Preliminary Look at Intake and Eye Fixation Measures vis-a-vis Type of Linguistic Item |
|
|
61 | (15) |
|
|
|
6 Levels of Awareness, Depth of Processing, and the Learning of L2 Case Markings |
|
|
76 | (13) |
|
|
|
7 Exploring the Relationships Between Lexical Prior Knowledge and Depth of Processing During the Intake Processing Stage: An Online Investigation of L2 Vocabulary Learning |
|
|
89 | (15) |
|
|
|
|
|
|
|
8 The Role of Prior Knowledge in Depth of Processing During Written Production: A Preliminary Investigation |
|
|
104 | (16) |
|
Joara Martin Bergsleithner |
|
|
Appendix A Explicit Instruction |
|
|
114 | (2) |
|
|
|
116 | (1) |
|
Appendix C Narrative Instruction |
|
|
117 | (1) |
|
Appendix D Pretest and Post-test, Using Same Task and Test |
|
|
118 | (1) |
|
|
|
119 | (1) |
|
9 Computerized Type of Feedback and Depth of Processing During a Computerized Problem-Solving Task |
|
|
120 | (18) |
|
|
|
|
|
134 | (2) |
|
|
|
136 | (2) |
|
10 Type of Feedback and Assessment Task Modality: The Role of Depth of Processing |
|
|
138 | (18) |
|
|
|
Appendix A [ +EF] Condition |
|
|
154 | (1) |
|
Appendix B [ -EF] Condition |
|
|
155 | (1) |
|
11 Recasts in SCMC: Replicating and Extending Gurzynski-Weiss et al. (2016) |
|
|
156 | (15) |
|
|
|
|
|
|
|
12 What Do Learners Notice While Processing Written Corrective Feedback?: A Look at Depth of Processing Via Written Languaging |
|
|
171 | (15) |
|
|
|
|
|
Florentina Nicolas-Conesa |
|
|
13 Written Corrective Feedback in Compositions and the Role of Depth of Processing |
|
|
186 | (13) |
|
|
|
14 Reactivity, Language of Think-Aloud Protocol, and Depth of Processing in the Processing of Reformulated Feedback |
|
|
199 | (13) |
|
|
|
|
|
|
|
211 | (1) |
|
15 Learners' Engagement With Indirect Written Corrective Feedback: Depth of Processing and Self-Correction |
|
|
212 | (15) |
|
|
|
|
|
16 Teacher and Student Perspectives of LREs in a Year 1 Spanish Class: A Stimulated Recall Study |
|
|
227 | (14) |
|
|
|
|
|
241 | (75) |
|
17 Sentence-Level Processing for Content and New L2 Words: Where Does Deeper Processing Go? |
|
|
242 | (16) |
|
|
|
Appendix: Examples of Sentences and Comprehension Checks From the Learning Phase |
|
|
256 | (2) |
|
18 Test-Enhanced Learning in L2 Spanish Lexical Development: Issues of Depth of Processing and Think-Aloud Reactivity |
|
|
258 | (15) |
|
|
|
19 Effects of Crosslinguistic Similarity, Complexity, and Depth of Processing on Vocabulary Recall |
|
|
273 | (13) |
|
|
|
|
|
|
|
|
|
20 Cognitive Load, Attention, and Incidental Vocabulary Learning: An Eye-Tracking Study |
|
|
286 | (16) |
|
|
|
|
|
Appendix A A Sample Reading Passage |
|
|
300 | (1) |
|
Appendix B Test Instrument (Sample Questions) |
|
|
301 | (1) |
|
21 Morphological Processing of Citation and Non-citation Inflected Words by Second Language Learners |
|
|
302 | (14) |
|
|
|
|
|
|
|
316 | (30) |
|
22 Textual Enhancement, Type of Linguistic Item, and L2 Development: A Depth of Processing Perspective |
|
|
317 | (14) |
|
|
|
|
|
|
|
23 Enhancement, Attention, and Awareness: An Eye-Tracking Study of English Syntax |
|
|
331 | (15) |
|
|
|
|
|
346 | (75) |
|
24 Explicit Instruction, Prior Knowledge, Depth of Processing, and Grammatical Knowledge Development of Advanced EFL Learners: The Case of the English Subjunctive Mood |
|
|
347 | (14) |
|
|
|
25 The Effects of Implicit Positive and Negative Feedback on Processing Subsequent Linguistic Target Items: An Eye-Tracking Study |
|
|
361 | (14) |
|
|
|
|
|
26 Processing Instruction, Guided Induction, and L2 Development |
|
|
375 | (16) |
|
|
|
|
|
|
|
27 Computer-Assisted Guided Induction and Deductive Instruction on the Development of Complex Chinese ha Structures: Extending Cerezo et al. (2016) |
|
|
391 | (16) |
|
|
|
28 Noticeability of Corrective Feedback in Three-Dimensional Virtual Environments and Face-To-Face Classroom Contexts |
|
|
407 | (14) |
|
|
|
|
|
|
|
421 | (60) |
|
29 Aptitude-Treatment Interactions in Depth of Processing: Individual Differences and Prior Linguistics Coursework Predict Learners' Approaches to Computer-Mediated Language Learning Activities |
|
|
422 | (16) |
|
|
|
|
|
30 Language Aptitude Profiles and the Effectiveness of Implicit and Explicit Corrective Feedback |
|
|
438 | (14) |
|
|
|
|
|
31 Individual Differences in Working Memory and Instructed SLA |
|
|
452 | (12) |
|
|
|
32 Examining the Relationships Among Attentional Allocation, Working Memory, and Second Language Development: An Eye-Tracking Study |
|
|
464 | (17) |
|
|
|
PART IV A Curricular/Pedagogical Perspective of ISLA |
|
|
481 | (11) |
|
33 From SLA > ISLA > ILL: A Curricular/Pedagogical Perspective |
|
|
483 | (9) |
|
|
| Index |
|
492 | |
