Explicit learning in the L2 classroom: a student-centered approach
by Leow, Ronald P., (Ronald Philip)
Explicit Learning in the L2 Classroom offers a unique five-prong (theoretical, empirical, methodological, pedagogical, and model building) approach to the issue of explicit learning in the L2 classroom from a student-centered perspective. To achieve this five-prong objective, the book reports the theoretical underpinnings, empirical studies, and the research designs employed in current research to investigate the constructs of attention and awareness in SLA with the objectives to (1) propose a …
Read More ↓Title Statements
- Full title :Explicit learning in the L2 classroom : a student-centered approach / Ronald P. Leow, Georgetown University.
Summary
Explicit Learning in the L2 Classroom offers a unique five-prong (theoretical, empirical, methodological, pedagogical, and model building) approach to the issue of explicit learning in the L2 classroom from a student-centered perspective. To achieve this five-prong objective, the book reports the theoretical underpinnings, empirical studies, and the research designs employed in current research to investigate the constructs of attention and awareness in SLA with the objectives to (1) propose a model of the L2 learning process in SLA that accounts for the cognitive processes employed during thi.
Read More ↓Edition Statements
- Publication Date:2015.
Publication Statements
- Publisher(s):Routledge Taylor & Francis Group
- Place of Publication:New York
- Language:eng
- Publication Date:2015.
The Physical Object
- Description:1 online resource
Edition Identifiers
- ISBN:9781134587537, 1134587538, 9781315887074, 131588707X, 9781134587674, 1134587678, 9781134587605, 1134587600
- DOI:10.4324/9781315887074
- oclc:ocn903929924
- LC Classification:P51
- Dewey Decimal:418.0071
Table of Contents
Introduction or strolling down memory lane: raising your awareness -- A theoretical framework for the L2 learning process in SLA -- Attention -- Awareness -- Foundations -- Research methodology -- Deconstructing the construct of learning -- Location, location, location: probing inside the box -- Empirical studies investigating the role of attention/noticing in L2 development -- Learning explicitly or implicitly: that is the question -- Depth of processing during input processing -- Toward a model of the L2 learning process in SLA -- Toward the development of psycholinguistics-based e-tutors -- Conclusion.
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