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

Contributor(s): Material type: TextTextSeries: Studies in Second and Foreign Language Education [SSFLE] ; 11Publisher: Berlin ; Boston : De Gruyter Mouton, [2015]Copyright date: ©2016Description: 1 online resource (267 p.)Content type:
Media type:
Carrier type:
ISBN:
  • 9781614514022
  • 9781501501098
  • 9781614513674
Subject(s): DDC classification:
  • 418.0078 23
LOC classification:
  • P53.855 .L46 2016
Other classification:
  • online - DeGruyter
Online resources: Available additional physical forms:
  • Issued also in print.
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
Summary: 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.
Holdings
Item type Current library Call number URL Status Notes Barcode
eBook eBook Biblioteca "Angelicum" Pont. Univ. S.Tommaso d'Aquino Nuvola online online - DeGruyter (Browse shelf(Opens below)) Online access Not for loan (Accesso limitato) Accesso per gli utenti autorizzati / Access for authorized users (dgr)9781614513674

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

restricted access online access with authorization star

http://purl.org/coar/access_right/c_16ec

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.

Issued also in print.

Mode of access: Internet via World Wide Web.

In English.

Description based on online resource; title from PDF title page (publisher's Web site, viewed 25. Jun 2024)