The Routledge Handbook of Second Language Research in Classroom Learning  book cover
1st Edition

The Routledge Handbook of Second Language Research in Classroom Learning

Edited By

Ronald P. Leow

ISBN 9781138056923
Published February 25, 2019 by Routledge
516 Pages 54 B/W Illustrations

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Book Description

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.

Table of Contents


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

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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.