Explicit learning in the L2 classroom : a student-centered approach / Ronald P. Leow, Georgetown University.
Material type:
TextSeries: Second language acquisition research seriesPublisher: New York ; London : Routledge, Taylor & Francis Group, 2015Copyright date: ©2015Description: xvii, 281 pages : illustrations, tables ; 23 cmContent type: - text
- unmediated
- volume
- 9780415707060 (pbk)
- 418.0071 23 L55
| Item type | Current library | Collection | Call number | Copy number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|---|---|
Book
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College Library College Library | Circulation | 418.0071 L55 2016 (Browse shelf(Opens below)) | 1-1 | Available | 62343 |
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| 418 N92s 2009 Second language teaching & learning / | 418.001 H966t 2022 Teaching and research writing / | 418.0071 B76 2016 Differentiated instruction : a guide for world language teachers / | 418.0071 L55 2016 Explicit learning in the L2 classroom : a student-centered approach / | 418.02 A1 2011 Developmental reading I / | 418.4 A1 2008 Practical english language teaching : reading / | 418.4 C117i 2008 Improving study, thinking, reading, and writing skills for college freshmen / |
Includes bibliographical references and index.
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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