| 000 | 03845nam a22005535i 4500 | ||
|---|---|---|---|
| 001 | 978-981-97-2317-1 | ||
| 003 | DE-He213 | ||
| 005 | 20251030112911.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 240825s2024 si | s |||| 0|eng d | ||
| 020 |
_a9789819723171 _9978-981-97-2317-1 |
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| 024 | 7 |
_a10.1007/978-981-97-2317-1 _2doi |
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| 050 | 4 | _aP51-59.4 | |
| 072 | 7 |
_aCJ _2bicssc |
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| 072 | 7 |
_aEDU029080 _2bisacsh |
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| 072 | 7 |
_aCJ _2thema |
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| 100 | 1 |
_aJiang, Dayu. _eauthor. _4aut _4http://id.loc.gov/vocabulary/relators/aut _982864 |
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| 245 | 1 | 0 |
_aCognitive Load Theory and Foreign Language Listening Comprehension _h[electronic resource] / _cby Dayu Jiang. |
| 250 | _a1st ed. 2024. | ||
| 264 | 1 |
_aSingapore : _bSpringer Nature Singapore : _bImprint: Springer, _c2024. |
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| 300 |
_aXIX, 168 p. 9 illus. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 505 | 0 | _aIntroduction -- Human Cognitive Architecture -- Sensory Memory, Working Memory, and Long-Term Memory -- Cognitive Load: Categories and Measurements -- Cognitive Load Effects -- A Cognitive Perspective of Language Processing -- Research Hypotheses and Research Design -- Expertise Reversal Effect and Teaching EFL Listening Skills (Experiment 1) -- Expertise Reversal Effect: When Years of Active Learning Account for Language Expertise (Experiment 2) -- Expertise Reversal Effect and Teaching EFL Listening Skills to Lower Expertise Learners (Experiment 3) -- Expertise Reversal Effect and Teaching French as a Foreign Language Listening Skills (Experiment 4) -- General Discussion and Conclusion. | |
| 520 | _aThis book presents an interdisciplinary approach to understanding the learning and listening skills of a foreign language from the perspectives of cognitive load theory and second language acquisition theories. It explores when and how foreign language listening skills could be curiously improved more effectively by reading than by listening. The results of randomized controlled experiments in the book demonstrate an expertise reversal effect, which calls teachers to adjust instructional approaches to accommodate learners’ expertise level. The book expands the existing language comprehension frameworks by including working memory load as a crucial factor in written or verbal information processing. It also develops cognitive load theory by applying it in a less well-structured subject area—foreign language learning. The book is of interest to postgraduate teachers and learners of a foreign language, instructional designers, educational policy makers, and academic researchers in the fields of learning sciences, curriculum and pedagogy, educational psychology, cognitive load theory, second language acquisition, and foreign language teaching and learning. | ||
| 650 | 0 |
_aLanguage and languages _xStudy and teaching. _959962 |
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| 650 | 0 |
_aPsycholinguistics. _972377 |
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| 650 | 0 |
_aLanguage acquisition. _974408 |
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| 650 | 0 |
_aTeaching. _959247 |
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| 650 | 1 | 4 |
_aLanguage Teaching and Learning. _971501 |
| 650 | 2 | 4 |
_aPsycholinguistics and Cognitive Lingusitics. _972378 |
| 650 | 2 | 4 |
_aLanguage Acquisition and Development. _974409 |
| 650 | 2 | 4 |
_aLanguage Education. _970729 |
| 650 | 2 | 4 |
_aPedagogy. _968979 |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9789819723164 |
| 776 | 0 | 8 |
_iPrinted edition: _z9789819723188 |
| 776 | 0 | 8 |
_iPrinted edition: _z9789819723195 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-981-97-2317-1 |
| 912 | _aZDB-2-EDA | ||
| 912 | _aZDB-2-SXED | ||
| 999 |
_c62722 _d62722 |
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