The Routledge Handbook of Second Language Research in Classroom Learning

518 Pages·2018·7.734 MB·

by  Ronald P. Leow

The Routledge Handbook of
Second Language Research in
Classroom Learning
The Routledge Handbook of Second Language Research in Classroom Learning is a
comprehensive psycholinguistic approach to the issue of instructed language learning that
is uniquely theoretical, methodological, empirical, pedagogical, and curricular. Bringing
together empirical studies with theoretical underpinnings, this handbook focuses on conceptual
replications/extensions of, and new research on, classroom learning or Instructed SLA (ISLA).
In chapters from leading experts, the Handbook reports on the tenets of several models that
have postulated the roles of cognitive processes in the L2 learning process. It also covers two
major methodological data-elicitation procedures to be employed in addressing learner cognitive
processes (think-aloud protocols and eye-tracking). With a dedicated interest in the role of this
research in pedagogical ramifications, this handbook strives for deeper understanding of how L2
learners process L2 data in instructional settings.
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.
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by leading scholars in the field. Clear, accessible and carefully edited, Routledge Handbooks in
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The Routledge Handbook of
Second Language Research
in Classroom Learning
Edited by Ronald P. Leow
First published 2019
by Routledge
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and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 Taylor & Francis
The right of Ronald P. Leow to be identified as the author of the editorial material, and
of the authors for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
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and are used only for identification and explanation without intent to infringe.
Library of Congress Cataloging-in-Publication Data
Names: Leow, Ronald P. (Ronald Philip), 1954– editor.
Title: The Routledge handbook of second language research in classroom learning /
[edited by Ronald P. Leow].
Description: New York, NY : Routledge, 2019. | Series: Routledge handbooks in applied
linguistics | Includes bibliographical references and index.
Identifiers: LCCN 2018049228 | ISBN 9781138056923 (hardback) | ISBN 9781315165080 (ebk)
Subjects: LCSH: Second language acquisition. | Language and languages—Study and teaching.
Classification: LCC P118.2 .R686 2019 | DDC 418.0071—dc23
LC record available at https://lccn.loc.gov/2018049228
ISBN: 978-1-138-05692-3 (hbk)
ISBN: 978-1-315-16508-0 (ebk)
Typeset in Times New Roman
by Apex CoVantage, LLC
Contents
List of Figures ix
List of Tables xi
List of Contributors xv
1 Classroom Learning: Of Processing and Processes 1
Ronald P. Leow
PART I
Theoretical Foundations 13
2 Theoretical Underpinnings and Cognitive Processes
in Instructed SLA 15
Ronald P. Leow
PART II
Research Methodology 29
3 Verbal Reports in Instructed SLA Research: Opportunities, Challenges,
and Limitations 31
Melissa A. Bowles
4 Investigating Instructed Second Language Acquisition Using L2
Learners’ Eye-Tracking Data 44
Aline Godfroid
PART III
Empirical Studies in ISLA 59
Testing Different Stages of the L2 Learning Process 60
5 Levels of Intake: A Preliminary Look at Intake and Eye Fixation
Measures vis-à-vis Type of Linguistic Item 61
Anne Thinglum
6 Levels of Awareness, Depth of Processing, and the Learning of L2
Case Markings 76
John Rogers
v
Contents
7 Exploring the Relationships Between Lexical Prior Knowledge and
Depth of Processing During the Intake Processing Stage: An Online
Investigation of L2 Vocabulary Learning 89
Anne Thinglum, Ellen J. Serafini, and Ronald P. Leow
8 The Role of Prior Knowledge in Depth of Processing During Written
Production: A Preliminary Investigation 104
Joara Martin Bergsleithner
Appendix A: Explicit Instruction 114
Appendix B 116
Appendix C: Narrative Instruction 117
Appendix D: Pretest and Post-test, Using Same Task and Test 118
Feedback 119
9 Computerized Type of Feedback and Depth of Processing During a
Computerized Problem-Solving Task 120
Hui-Chen Hsieh
Appendix A 134
Appendix B 136
10 Type of Feedback and Assessment Task Modality: The Role of Depth
of Processing 138
Nina Moreno
Appendix A: [+EF] Condition 154
Appendix B: [–EF] Condition 155
11 Recasts in SCMC: Replicating and Extending Gurzynski-Weiss et al. (2016) 156
Chrissy Bistline-Bonilla, Gabriela DeRobles, and Yiran Xu
12 What Do Learners Notice While Processing Written Corrective
Feedback?: A Look at Depth of Processing Via Written Languaging 171
Lourdes Cerezo, Rosa M. Manchón, and Florentina Nicolás-Conesa
13 Written Corrective Feedback in Compositions and the Role of Depth
of Processing 186
Allison Caras
14 Reactivity, Language of Think-Aloud Protocol, and Depth of
Processing in the Processing of Reformulated Feedback 199
Sergio Adrada-Rafael and Marisa Filgueras-Gómez
Appendix A 211
vi
Contents
15 Learners’ Engagement With Indirect Written Corrective Feedback:
Depth of Processing and Self-Correction 212
Eun Sung Park and Ok Yeon Kim
16 Teacher and Student Perspectives of LREs in a Year 1 Spanish Class: A
Stimulated Recall Study 227
Shawn Loewen
Vocabulary Learning 241
17 Sentence-Level Processing for Content and New L2 Words: Where
Does Deeper Processing Go? 242
Joe Barcroft
Appendix: Examples of Sentences and Comprehension Checks From
the Learning Phase 256
18 Test-Enhanced Learning in L2 Spanish Lexical Development: Issues of
Depth of Processing and Think-Aloud Reactivity 258
Almitra Medina
19 Effects of Crosslinguistic Similarity, Complexity, and Depth of
Processing on Vocabulary Recall 273
Scott Jarvis, Torri Raines, Paula Schaefer, and Olga Sormaz
20 Cognitive Load, Attention, and Incidental Vocabulary Learning: An
Eye-Tracking Study 286
Haemoon Lee and Hyunhye Choi
Appendix A: A Sample Reading Passage 300
Appendix B: Test Instrument (Sample Questions) 301
21 Morphological Processing of Citation and Non-citation Inflected Words
by Second Language Learners 302
Kira Gor and Anna Chrabaszcz
Textual Enhancement 316
22 Textual Enhancement, Type of Linguistic Item, and L2 Development: A
Depth of Processing Perspective 317
Ronald P. Leow, Angela Donate, and Hortensia Gutiérrez
23 Enhancement, Attention, and Awareness: An Eye-Tracking Study of
English Syntax 331
Bimali Indrarathne
vii
Contents
Instruction/CALL 346
24 Explicit Instruction, Prior Knowledge, Depth of Processing, and
Grammatical Knowledge Development of Advanced EFL Learners:
The Case of the English Subjunctive Mood 347
Fei Li
25 The Effects of Implicit Positive and Negative Feedback on Processing
Subsequent Linguistic Target Items: An Eye-Tracking Study 361
James F. Lee and Stephen Doherty
26 Processing Instruction, Guided Induction, and L2 Development 375
Alexandra Martin, Mina Niu, and Ronald P. Leow
27 Computer-Assisted Guided Induction and Deductive Instruction on the
Development of Complex Chinese ba Structures: Extending Cerezo et al. (2016) 391
Jingyuan Zhuang
28 Noticeability of Corrective Feedback in Three-Dimensional Virtual
Environments and Face-To-Face Classroom Contexts 407
Eva Kartchava and Hossein Nassaji
Individual Differences 421
29 Aptitude-Treatment Interactions in Depth of Processing: Individual
Differences and Prior Linguistics Coursework Predict Learners’
Approaches to Computer-Mediated Language Learning Activities 422
Rebecca Sachs and Kimi Nakatsukasa
30 Language Aptitude Profiles and the Effectiveness of Implicit and
Explicit Corrective Feedback 438
Gisela Granena and Yucel Yilmaz
31 Individual Differences in Working Memory and Instructed SLA 452
Nuria Sagarra
32 Examining the Relationships Among Attentional Allocation, Working
Memory, and Second Language Development: An Eye-Tracking Study 464
Bernard I. Issa
PART IV
A Curricular/Pedagogical Perspective of ISLA 481
33 From SLA > ISLA > ILL: A Curricular/Pedagogical Perspective 483
Ronald P. Leow
Index 492
viii
Figures
2.1 Stages of the L2 learning process in ISLA 16
2.2 Model of the L2 learning process in instructed SLA 22
4.1 Experimental set-up for recording eye movements 45
4.2 English native speaker reading data for an extract from the novel A Thousand
Splendid Suns 46
8.1 Total low DoP 109
8.2 Total medium DoP 109
8.3 Total high DoP 110
9.1 Illustration of the task in the implicit and explicit feedback conditions 125
11.1 Average production test scores of the three types of linguistic item
and two types of recast over time 163
11.2 Estimated marginal means of production test scores of enhanced items 163
11.3 Estimated marginal means of production test scores on unenhanced items 163
11.4 Average recognition test scores of the three types of linguistic item and two
types of recast over time 164
11.5 Estimated marginal means of recognition test scores of enhanced items 165
11.6 Estimated marginal means of recognition test scores of unenhanced items 165
11.7 Low level of awareness in relation to learners’ performances on three
assessments 166
11.8 High level of awareness in relation to learners’ performances on three
assessments 166
12.1 Overview of data collection sequence 176
12.2 Depth of processing levels: Descriptors 177
15.1 Sample writing with self-correction 217
17.1 Type of processing–resource allocation (TOPRA) model 243
17.2 The effect of condition on productive L2 cued recall over time 251
17.3 Results based on condition and measure on L2 cued recall 251
18.1 The mean L2 lexical production score by time for each verbalization group 267
20.1 Data collection procedure 291
21.1 Participants’ mean error rate in the auditory lexical decision task 309
21.2 Participants’ mean reaction times in the auditory lexical decision task 310
23.1 Experimental design 336
23.2 Example of the unenhanced input 337
23.3 Example of the enhanced input 338
24.1 Sample puzzle 351
25.1 Sequence and timing of slides 364
25.2 Time to first fixation (ms) on passive verbs by feedback type 368
ix