Routledge Handbook of Second Language Research in Classroom Learning

Ronald P. Leow is Professor of Applied Linguistics and Director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University, USA.

• TABLE OF CONTENTSList of FiguresList of TablesList of Contributors1. Classroom learning: Of processing and processesRonald P. LeowPart 1Theoretical Foundations2. Theoretical underpinnings and cognitive processes in instructed SLARonald P. LeowPart IIResearch Methodology3. Verbal reports in instructed SLA research: Opportunities, challenges, and limitationsMelissa A. Bowles4. Investigating instructed second language acquisition using L2 learners’ eye-tracking dataAline GodfroidPart IIIEmpirical Studies in ISLATesting different stages of the L2 learning process5. Levels of intake: A preliminary look at intake and eye fixation measures vis-à-vis type of linguistic itemAnne Thinglum6. Levels of awareness, depth of processing, and the learning of L2 case markingsJohn Rogers7. Exploring the relationships between lexical prior knowledge and depth of processing during the intake processing stage: An online investigation of L2 vocabulary learningAnne Thinglum, Ellen J. Serafini, and Ronald P. Leow8. Chapter 8. The role of prior knowledge in depth of processing during written production: A preliminary investigationJoara Martin BergsleithnerAppendix A: Explicit Instruction Appendix B Appendix C: Narrative Instruction Appendix D: Pretest and Post-test Using same Task and Test Feedback9. Computerized type of feedback and depth of processing during a computerized problem-solving taskHui-Chen HsiehAppendix A Appendix B10. Type of feedback and assessment task modality: The role of depth of processingNina MorenoAppendix A: [+EF] Condition Appendix B: [–EF] Condition11. Recasts in SCMC: Replicating and extending Gurzynski-Weiss et al. (2016)Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu12. What do learners notice while processing written corrective feedback? A look at depth of processing via written languagingLourdes Cerezo, Rosa M. Manchón, and Florentina Nicolás-Conesa13. Written corrective feedback in compositions and the role of depth of processingAllison Caras14. Reactivity, language of think aloud protocol, and depth of processing in the processing of reformulated feedbackSergio Adrada-Rafael and Marisa Filgueras-GómezAppendix A15. Learners’ use of indirect written corrective feedback: Depth of processing and self-correctionEun Sung Park and Ok Yeon Kim16. Teacher and student perspectives of LREs in a Year 1 Spanish class: A stimulated recall studyShawn LoewenVocabulary learning17. Sentence-level processing for content and new L2 words: Where does deeper processing go?Joe BarcroftAppendix: Examples of Sentences and Comprehension Checks From the Learning Phase18. Test-enhanced learning in L2 Spanish lexical development: Issues of depth of processing and think-aloud reactivityAlmitra Medina19. Effects of crosslinguistic similarity, complexity, and depth of processing on vocabulary recallScott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz20. Cognitive load, attention and incidental vocabulary learning: An eye-tracking studyHaemoon Lee and Hyunhye ChoiAppendix A: A Sample Reading Passage Appendix B: Test Instrument (Sample Questions)21. Morphological processing of citation and non-citation inflected words by second language learnersKira Gor and Anna ChrabaszczTextual enhancement22. Textual enhancement, type of linguistic item, and L2 development: A depth of processing perspectiveRonald P. Leow, Angela Donate, and Hortensia Gutiérrez23. Enhancement, attention, and awareness: An eye-tracking study of English syntaxBimali IndrarathneInstruction/CALL24. Explicit instruction, prior knowledge, depth of processing, and grammatical knowledge development of advanced EFL learners—the case of the English subjunctive moodFei Li25. The effects of implicit positive and negative feedback on processing subsequent linguistic target items: An eye-tracking studyJames F. Lee and Stephen Doherty26. Processing instruction, guided induction, and L2 developmentAlexandra Martín, Mina Niu, and Ronald P. Leow27. Computer-assisted guided induction and deductive instruction on the development of complex Chinese ba structures: Extending Cerezo et al. (2016)Jingyuan Zhuang28. Noticeability of corrective feedback in three dimensional virtual environments and face-to-face classroom contextsEva Kartchava and Hossein NassajiIndividual differences29. Aptitude-treatment interactions in depth of processing: Individual differences and prior linguistics coursework predict learners’ approaches to computer-mediated language learning activitiesRebecca Sachs and Kimi Nakatsukasa30. Language aptitude profiles and the effectiveness of implicit and explicit corrective feedbackGisela Granena and Yucel Yilmaz31. Individual differences in working memory and instructed SLANuria Sagarra32. Examining the relationships between attentional allocation, working memory and second language development: An eye-tracking studyBernard I. IssaPart IVA Curricular/Pedagogical Perspective of ISLA33. From SLA > ISLA > ILL: A curricular/pedagogical perspectiveRonald P. LeowIndex

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