01270nam2 22002891i 450 UON0052567820240812091217.92728-522-9313-420240809d1986 |0itac50 bafreFR||||f y |||||1986: les evenements, les hommes, les problemes en 1985ParisEncyclopaedia universalis1986671 p.illustrazioni30 cm.001UON005256712001 Universaliales événements, les hommes, les problèmes en ...210 ParisEncyclopaedia universalis1974-215 volumiillustrazioni30 cm.1986Storia universaleUONC021336FIStoria universaleEnciclopedieUONC103986FIFRParisUONL002984034.1Enciclopedie in francese20Encyclopaedia UniversalisUONV252157650ITSOL20250725RICASIBA - SISTEMA BIBLIOTECARIO DI ATENEOUONSIUON00525678SIBA - SISTEMA BIBLIOTECARIO DI ATENEOSI S.C ENC E.U. 1986 SI LO 36246 7 1986 1986: les evenements, les hommes, les problemes en 19854399254UNIOR03848nam 22006375 450 991088289570332120250807143355.09789819723171981972317510.1007/978-981-97-2317-1(MiAaPQ)EBC31613215(Au-PeEL)EBL31613215(CKB)34227782900041(DE-He213)978-981-97-2317-1(EXLCZ)993422778290004120240825d2024 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierCognitive Load Theory and Foreign Language Listening Comprehension /by Dayu Jiang1st ed. 2024.Singapore :Springer Nature Singapore :Imprint: Springer,2024.1 online resource (177 pages)9789819723164 9819723167 Introduction -- Human Cognitive Architecture -- Sensory Memory, Working Memory, and Long-Term Memory -- Cognitive Load: Categories and Measurements -- Cognitive Load Effects -- A Cognitive Perspective of Language Processing -- Research Hypotheses and Research Design -- Expertise Reversal Effect and Teaching EFL Listening Skills (Experiment 1) -- Expertise Reversal Effect: When Years of Active Learning Account for Language Expertise (Experiment 2) -- Expertise Reversal Effect and Teaching EFL Listening Skills to Lower Expertise Learners (Experiment 3) -- Expertise Reversal Effect and Teaching French as a Foreign Language Listening Skills (Experiment 4) -- General Discussion and Conclusion.This book presents an interdisciplinary approach to understanding the learning and listening skills of a foreign language from the perspectives of cognitive load theory and second language acquisition theories. It explores when and how foreign language listening skills could be curiously improved more effectively by reading than by listening. The results of randomized controlled experiments in the book demonstrate an expertise reversal effect, which calls teachers to adjust instructional approaches to accommodate learners’ expertise level. The book expands the existing language comprehension frameworks by including working memory load as a crucial factor in written or verbal information processing. It also develops cognitive load theory by applying it in a less well-structured subject area—foreign language learning. The book is of interest to postgraduate teachers and learners of a foreign language, instructional designers, educational policy makers, and academic researchers in the fields of learning sciences, curriculum and pedagogy, educational psychology, cognitive load theory, second language acquisition, and foreign language teaching and learning.Language and languagesStudy and teachingPsycholinguisticsLanguage acquisitionTeachingLanguage Teaching and LearningPsycholinguistics and Cognitive LingusiticsLanguage Acquisition and DevelopmentLanguage EducationPedagogyLanguage and languagesStudy and teaching.Psycholinguistics.Language acquisition.Teaching.Language Teaching and Learning.Psycholinguistics and Cognitive Lingusitics.Language Acquisition and Development.Language Education.Pedagogy.418.0071Jiang Dayu1766233MiAaPQMiAaPQMiAaPQBOOK9910882895703321Cognitive Load Theory and Foreign Language Listening Comprehension4209982UNINA