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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2018.1
- 수록면
- 769 - 801 (33page)
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It is not unusual that one’s theoretical perception of the process of language learning underlies the way teaching is conducted in the instructed setting (Leow, 2012). This perception (conscious or unconscious) may be based on personal experience, formal second language acquisition (SLA) courses, and/or on research conducted in the empirical strand of instructed second language acquisition (ISLA). The overt manifestation of teachers’ perceptions is easily evidenced in how they present the second or foreign language (L2) or, more importantly, how they promote L2 learning given that learning is an internal process. It is vital, then, that learner processing and processes are well understood in the instructed setting in order to promote robust learning. This chapter (a) provides a concise report of major theoretical underpinnings and empirical studies that address the role of type of learning (implicit and explicit) assumed to take place in instructed settings, (b) probes deeper into what comprises explicit learning in relation to depth of processing and levels of awareness, (c) reports recent studies on depth of processing, and (d) offers pedagogical suggestions based on theoretical underpinnings and empirical findings in ISLA. Crucially, these pedagogical suggestions are framed within a curricular approach to research in ISLA
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참고문헌 (87)
참고문헌 신청
Adrada-Rafael, S. / 2017 / Processing the Spanish imperfect subjunctive : Depth of processing under different instructional conditions / Applied Psycholinguistics 38:477~508
Barcroft. J. / 2009 / Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading / TESOL Quarterly 43:79~103
Bird, S. / 2012 / Expert knowledge, distinctiveness, and levels of processing in language learning / Applied Psycholinguistics 33:665~689
Bowles, M. A. / 2003 / The effect of textual input enhancement on language learning: An online/offline study of fourth semester Spanish students / Theory, practice, and acquisition: Papers from the 6th Hispanic linguistic symposium and 5th conference on the acquisition of Spanish and Portuguese :395~411
Calderón, A. M. / 2013 / Noticing and second language acquisition: Studies in honor in Richard Schmidt / University of Hawai’i, National Foreign Language Resource Center :103~121
Barcroft. J. / 2009 / Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading / TESOL Quarterly 43:79~103
Bird, S. / 2012 / Expert knowledge, distinctiveness, and levels of processing in language learning / Applied Psycholinguistics 33:665~689
Bowles, M. A. / 2003 / The effect of textual input enhancement on language learning: An online/offline study of fourth semester Spanish students / Theory, practice, and acquisition: Papers from the 6th Hispanic linguistic symposium and 5th conference on the acquisition of Spanish and Portuguese :395~411
Calderón, A. M. / 2013 / Noticing and second language acquisition: Studies in honor in Richard Schmidt / University of Hawai’i, National Foreign Language Resource Center :103~121
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