LEADER 04311nam 2200733 450 001 9910460830703321 005 20210504012150.0 010 $a1-5015-0109-7 010 $a1-61451-367-8 024 7 $a10.1515/9781614513674 035 $a(CKB)3710000000519752 035 $a(EBL)4401788 035 $a(SSID)ssj0001530087 035 $a(PQKBManifestationID)12556844 035 $a(PQKBTitleCode)TC0001530087 035 $a(PQKBWorkID)11522882 035 $a(PQKB)10142063 035 $a(MiAaPQ)EBC4401788 035 $a(DE-B1597)210145 035 $a(OCoLC)952805688 035 $a(DE-B1597)9781614513674 035 $a(Au-PeEL)EBL4401788 035 $a(CaPaEBR)ebr11222437 035 $a(CaONFJC)MIL888792 035 $a(OCoLC)951972029 035 $a(EXLCZ)993710000000519752 100 $a20160629h20162016 uy 0 101 0 $aeng 135 $aurnnu---|u||u 181 $ctxt 182 $cc 183 $acr 200 02$aA psycholinguistic approach to technology and language learning /$fedited by Ronald P. Leow, Luis Cerezo, and Melissa Baralt 210 1$aBerlin, [Germany] ;$aBoston, [Massachusetts] :$cDe Gruyter Mouton,$d2016. 210 4$dİ2016 215 $a1 online resource (290 p.) 225 1 $aStudies in Second and Foreign Language Education,$x2192-0982 ;$vVolume 11 300 $aDescription based upon print version of record. 311 $a1-61451-402-X 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $tFront matter --$tContents --$tList of contributors --$tAcknowledgment --$tPreface --$t1. The language classroom in the age of networked learning --$t2. Theoretical approaches to CALL research: Toward a psycholinguistic perspective --$t3. Always in motion the future is: Doctoral students? use of technology for SLA research --$t4. Technology and SLA research: Validity issues --$t5. CALL versus non-CALL in L2 form learning: A research synthesis and meta-analysis of comparative studies --$t6. The variable effects of level of awareness and CALL versus non-CALL textual modification on adult L2 readers? comprehension and learning --$t7. Awareness, type of medium, and L2 development: Revisiting Hsieh (2008) --$t8. Levels of awareness in relation to type of recast and type of linguistic item in synchronous computer-mediated communication: A concurrent investigation --$t9. Explicit corrective feedback and computer-based, form-focused instruction: The role of L1 in promoting awareness of L2 forms --$t10. Uptake, task complexity, and L2 development in SLA: An online perspective --$t11. Clicking in the second language (L2) classroom: The effectiveness of type and timing of clicker-based feedback in Spanish L2 development --$t12. Psycholinguistically motivated CALL activities --$t13. Where do we go from here? --$tIndex 330 $aThe use of technology for second language learning is ever more present. This book offers a unique four-prong approach (theoretical, methodological, empirical, and pedagogical) to current and prospective uses of technology in L2 learning from a psycholinguistic perspective. It is accessible to teachers, graduate students, and professors of all disciplines interested in technology and L2 learning. 410 0$aStudies in second and foreign language education ;$vVolume 11. 606 $aLanguage and languages$xStudy and teaching$xTechnological innovations 606 $aLanguage and languages$xComputer-assisted instruction 606 $aStudent-centered learning 606 $aPsycholinguistics$xTechnological innovations 608 $aElectronic books. 615 0$aLanguage and languages$xStudy and teaching$xTechnological innovations. 615 0$aLanguage and languages$xComputer-assisted instruction. 615 0$aStudent-centered learning. 615 0$aPsycholinguistics$xTechnological innovations. 676 $a418.0078 686 $aER 910$2rvk 702 $aLeow$b Ronald P$g(Ronald Philip),$f1954- 702 $aCerezo$b Luis$f1969- 702 $aBaralt$b Melissa 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460830703321 996 $aA psycholinguistic approach to technology and language learning$92456752 997 $aUNINA