9. Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms

Chapters in this book

1. Frontmatter I
2. Contents V
3. List of contributors VII
4. Acknowledgment XI
5. Preface XIII
6. Section I: Introduction to technology and SLA theory
7. 1. The language classroom in the age of networked learning 3
8. 2. Theoretical approaches to CALL research: Toward a psycholinguistic perspective 23
9. Section II: Technology and SLA research: Methodological issues
10. 3. Always in motion the future is: Doctoral students’ use of technology for SLA research 49
11. 4. Technology and SLA research: Validity issues 69
12. Section III: Technology and SLA research: Empirical studies
13. 5. CALL versus non-CALL in L2 form learning: A research synthesis and meta-analysis of comparative studies 87
14. 6. The variable effects of level of awareness and CALL versus non-CALL textual modification on adult L2 readers’ comprehension and learning 109
15. 7. Awareness, type of medium, and L2 development: Revisiting Hsieh (2008) 131
16. 8. Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation 151
17. 9. Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms 171
18. 10. Uptake, task complexity, and L2 development in SLA: An online perspective 199
19. 11. Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development 219
20. Section IV: Technology and practice
21. 12. Psycholinguistically motivated CALL activities 243
22. 13. Where do we go from here? 259
23. Index 265