A Psycholinguistic Approach to Technology and Language Learning

Book

A Psycholinguistic Approach to Technology and Language Learning

Edited by: Ronald P. Leow , Luis Cerezo and Melissa Baralt

Language: English

Published/Copyright: 2016

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This book is in the series

Volume 11 | Studies in Second and Foreign Language Education [SSFLE]

About this book

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.

Author / Editor information

Ronald P. Leow, Georgetown University; Luis Cerezo, American University; Melissa Baralt, Florida International University.

Topics

Publicly Available

Frontmatter
I

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Contents
V

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List of contributors
VII

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Acknowledgment
XI

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Preface
XIII

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Section I: Introduction to technology and SLA theory
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1. The language classroom in the age of networked learning
3
Ken Petersen and Rebecca Sachs

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2. Theoretical approaches to CALL research: Toward a psycholinguistic perspective
23
Luis Cerezo

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Section II: Technology and SLA research: Methodological issues
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3. Always in motion the future is: Doctoral students’ use of technology for SLA research
49
Cristina Sanz, Alfonso Morales-Front, Janire Zalbidea and Germán Zárate-Sández

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4. Technology and SLA research: Validity issues
69
Ronald P. Leow and Bo-Ram Suh

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Section III: Technology and SLA research: Empirical studies
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5. CALL versus non-CALL in L2 form learning: A research synthesis and meta-analysis of comparative studies
87
Bo-Ram Suh

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6. The variable effects of level of awareness and CALL versus non-CALL textual modification on adult L2 readers’ comprehension and learning
109
Almitra Medina

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7. Awareness, type of medium, and L2 development: Revisiting Hsieh (2008)
131
Hui-Chen Hsieh, Nina Moreno and Ronald P. Leow

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8. Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation
151
Laura Gurzynski-Weiss, Maimoonah Al Khalil, Melissa Baralt and Ronald P. Leow

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9. Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms
171
María José de la Fuente

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10. Uptake, task complexity, and L2 development in SLA: An online perspective
199
Melissa Baralt and Ronald P. Leow

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11. Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development
219
Ellen Johnson Serafini and Susan Pennestri

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Section IV: Technology and practice
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12. Psycholinguistically motivated CALL activities
243
Luis Cerezo, Nina Moreno and Ronald P. Leow

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13. Where do we go from here?
259
Melissa Baralt, Luis Cerezo and Ronald P. Leow

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Index
265

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Publishing information

Pages and Images/Illustrations in book

eBook published on:

November 13, 2015

eBook ISBN:

9781614513674

Hardcover published on:

November 3, 2015

Hardcover ISBN:

9781614514022

Pages and Images/Illustrations in book

Front matter:

22

Main content:

267

Illustrations:

14

Tables:

45

https://doi.org/10.1515/9781614513674

eBook ISBN: 9781614513674

Hardcover ISBN: 9781614514022

Keywords for this book

Technology; Computer Linguistics; Language Learning.

Audience(s) for this book

Language Learning Instructors; Language Learning Software Developers.

Safety & product resources

Manufacturer information:
Walter de Gruyter GmbH
Genthiner Straße 13
10785 Berlin
productsafety@degruyterbrill.com

A Psycholinguistic Approach to Technology and Language Learning

Overview

About this book

Author / Editor information

Topics

Table of contents

Frontmatter

Contents

List of contributors

Acknowledgment

Preface

1. The language classroom in the age of networked learning

2. Theoretical approaches to CALL research: Toward a psycholinguistic perspective

3. Always in motion the future is: Doctoral students’ use of technology for SLA research

4. Technology and SLA research: Validity issues

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

12. Psycholinguistically motivated CALL activities

13. Where do we go from here?

Index

Bibliographic data