1st Edition

The Routledge Handbook of Second Language Research in Classroom Learning

Edited By Ronald P. Leow Copyright 2019
    518 Pages 54 B/W Illustrations
    by Routledge

    516 Pages 54 B/W Illustrations
    by Routledge

    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.


    List of Illustrations

    List of Contributors

    1. Classroom learning: Of processing and processes

    Ronald P. Leow


    Theoretical Foundations

    2. Theoretical underpinnings and cognitive processes in instructed SLA

    Ronald P. Leow


    Research Methodology

    3. Verbal reports in instructed SLA research: Opportunities, challenges, and limitations

    Melissa A. Bowles

    4. Investigating instructed second language acquisition using L2 learners’ eye-tracking data

    Aline Godfroid


    Empirical Studies in ISLA

    Testing different stages of the L2 learning process

    5. Levels of intake: A preliminary look at intake and eye fixation measures vis-à-vis type of linguistic item

    Anne Thinglum

    6. Levels of awareness, depth of processing, and the learning of L2 case markings

    John Rogers

    7. Exploring the relationships between lexical prior knowledge and depth of processing during the intake processing stage: An online investigation of L2 vocabulary learning

    Anne Thinglum, Ellen Serafini, and Ronald P. Leow

    8. Chapter 8. The role of prior knowledge in depth of processing during written production: A preliminary investigation

    Joara Martin Bergsleithner


    9. Computerized type of feedback and depth of processing during a computerized problem-solving task

    Hui-Chen Hsieh

    10. Type of feedback and assessment task modality: The role of depth of processing

    Nina Moreno

    11. Recasts in SCMC: Replicating and extending Gurzynski-Weiss et al. (2016)

    Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu

    12. What do learners notice while processing written corrective feedback? A look at depth of processing via written languaging

    Lourdes Cerezo, Rosa M. Manchón, and Florentina Nicolás-Conesa

    13. Written corrective feedback in compositions and the role of depth of processing

    Allison Caras

    14. Reactivity, language of think aloud protocol, and depth of processing in the processing of reformulated feedback

    Sergio Adrada-Rafael and Marisa Filgueras-Gómez

    15. Learners’ use of indirect written corrective feedback: Depth of processing and self-correction

    Eun Sung Park and Ok Yeon Kim

    16. Teacher and student perspectives of LREs in a Year 1 Spanish class: A stimulated recall study

    Shawn Loewen

    Vocabulary learning

    17. Sentence-level processing for content and new L2 words: Where does deeper processing go?

    Joe Barcroft

    18. Test-enhanced learning in L2 Spanish lexical development: Issues of depth of processing and think-aloud reactivity

    Almitra Medina

    19. Effects of crosslinguistic similarity, complexity, and depth of processing on vocabulary recall

    Scott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz

    20. Cognitive load, attention and incidental vocabulary learning: An eye-tracking study

    Haemoon Lee and Hyunhye Choi

    21. Morphological processing of citation and non-citation inflected words by second language learners

    Kira Gor and Anna Chrabaszcz

    Textual enhancement

    22. Textual enhancement, type of linguistic item, and L2 development: A depth of processing perspective

    Ronald P. Leow, Angela Donate, and Hortensia Gutiérrez

    23. Enhancement, attention, and awareness: An eye-tracking study of English syntax

    Bimali Indrarathne


    24. Explicit instruction, prior knowledge, depth of processing, and grammatical knowledge development of advanced EFL learners—the case of the English subjunctive mood

    Fei Li

    25. The effects of implicit positive and negative feedback on processing subsequent linguistic target items: An eye-tracking study

    James F. Lee and Stephen Doherty

    26. Processing instruction, guided induction, and L2 development

    Alexandra Martín, Mina Niu, and Ronald P. Leow

    27. Computer-assisted guided induction and deductive instruction on the development of complex Chinese ba structures: Extending Cerezo et al. (2016)

    Jingyuan Zhuang

    28. Noticeability of corrective feedback in three dimensional virtual environments and face-to-face classroom contexts

    Eva Kartchava and Hossein Nassaji

    Individual differences

    29. Aptitude-treatment interactions in depth of processing: Individual differences and prior linguistics coursework predict learners’ reported approaches to different computer-mediated language learning activities

    Rebecca Sachs and Kimi Nakatsukasa

    30. Language aptitude profiles and the effectiveness of implicit and explicit corrective feedback

    Gisela Granena and Yucel Yilmaz

    31. Individual differences in working memory and instructed SLA

    Nuria Sagarra

    32. Examining the relationships between attentional allocation, working memory and second language development: An eye-tracking study

    Bernard I. Issa, II


    A Curricular/Pedagogical Perspective of ISLA

    33. From SLA > ISLA > ILL: A curricular/pedagogical perspective

    Ronald P. Leow


    Ronald P. Leow is Professor of Applied Linguistics and Director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University, USA.