04311nam 2200733 450 991046083070332120210504012150.01-5015-0109-71-61451-367-810.1515/9781614513674(CKB)3710000000519752(EBL)4401788(SSID)ssj0001530087(PQKBManifestationID)12556844(PQKBTitleCode)TC0001530087(PQKBWorkID)11522882(PQKB)10142063(MiAaPQ)EBC4401788(DE-B1597)210145(OCoLC)952805688(DE-B1597)9781614513674(Au-PeEL)EBL4401788(CaPaEBR)ebr11222437(CaONFJC)MIL888792(OCoLC)951972029(EXLCZ)99371000000051975220160629h20162016 uy 0engurnnu---|u||utxtccrA psycholinguistic approach to technology and language learning /edited by Ronald P. Leow, Luis Cerezo, and Melissa BaraltBerlin, [Germany] ;Boston, [Massachusetts] :De Gruyter Mouton,2016.©20161 online resource (290 p.)Studies in Second and Foreign Language Education,2192-0982 ;Volume 11Description based upon print version of record.1-61451-402-X Includes bibliographical references at the end of each chapters and index.Front matter --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? --IndexThe 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.Studies in second and foreign language education ;Volume 11.Language and languagesStudy and teachingTechnological innovationsLanguage and languagesComputer-assisted instructionStudent-centered learningPsycholinguisticsTechnological innovationsElectronic books.Language and languagesStudy and teachingTechnological innovations.Language and languagesComputer-assisted instruction.Student-centered learning.PsycholinguisticsTechnological innovations.418.0078ER 910rvkLeow Ronald P(Ronald Philip),1954-Cerezo Luis1969-Baralt MelissaMiAaPQMiAaPQMiAaPQBOOK9910460830703321A psycholinguistic approach to technology and language learning2456752UNINA