LEADER 03848nam 22006375 450 001 9910882895703321 005 20250807143355.0 010 $a9789819723171 010 $a9819723175 024 7 $a10.1007/978-981-97-2317-1 035 $a(MiAaPQ)EBC31613215 035 $a(Au-PeEL)EBL31613215 035 $a(CKB)34227782900041 035 $a(DE-He213)978-981-97-2317-1 035 $a(EXLCZ)9934227782900041 100 $a20240825d2024 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCognitive Load Theory and Foreign Language Listening Comprehension /$fby Dayu Jiang 205 $a1st ed. 2024. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2024. 215 $a1 online resource (177 pages) 311 08$a9789819723164 311 08$a9819723167 327 $aIntroduction -- 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. 330 $aThis 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. 606 $aLanguage and languages$xStudy and teaching 606 $aPsycholinguistics 606 $aLanguage acquisition 606 $aTeaching 606 $aLanguage Teaching and Learning 606 $aPsycholinguistics and Cognitive Lingusitics 606 $aLanguage Acquisition and Development 606 $aLanguage Education 606 $aPedagogy 615 0$aLanguage and languages$xStudy and teaching. 615 0$aPsycholinguistics. 615 0$aLanguage acquisition. 615 0$aTeaching. 615 14$aLanguage Teaching and Learning. 615 24$aPsycholinguistics and Cognitive Lingusitics. 615 24$aLanguage Acquisition and Development. 615 24$aLanguage Education. 615 24$aPedagogy. 676 $a418.0071 700 $aJiang$b Dayu$01766233 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910882895703321 996 $aCognitive Load Theory and Foreign Language Listening Comprehension$94209982 997 $aUNINA