Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Cognitive Load Theory And Foreign Language Listening Comprehension PDF full book. Access full book title Cognitive Load Theory And Foreign Language Listening Comprehension.
| Author | : Dayu Jiang |
| Publisher | : Springer Nature |
| Total Pages | : 177 |
| Release | : |
| Genre | : |
| ISBN | : 9819723175 |
| Author | : Dayu Jiang |
| Publisher | : Springer |
| Total Pages | : 0 |
| Release | : 2024-09-11 |
| Genre | : Education |
| ISBN | : 9789819723164 |
This 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.
| Author | : Jase Moussa-Inaty |
| Publisher | : |
| Total Pages | : 192 |
| Release | : 2011-11 |
| Genre | : English language |
| ISBN | : 9783846531648 |
| Author | : Sharon Tindall-Ford |
| Publisher | : Routledge |
| Total Pages | : 262 |
| Release | : 2019-06-21 |
| Genre | : Education |
| ISBN | : 1000022870 |
Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory is used to generate hypotheses that are tested using randomized controlled trials. Cognitive load theory rests on a base of hundreds of randomized controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of novel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice.
| Author | : Jeanne Sternlicht Chall |
| Publisher | : Guilford Press |
| Total Pages | : 228 |
| Release | : 2002-03-01 |
| Genre | : Education |
| ISBN | : 9781572307681 |
Looks at a variety of education reforms and innovations over the past one hundred years to find the best approach to teaching.
| Author | : John Sweller |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 280 |
| Release | : 2011-04-07 |
| Genre | : Education |
| ISBN | : 1441981268 |
Over the last 25 years, cognitive load theory has become one of the world’s leading theories of instructional design. It is heavily researched by many educational and psychological researchers and is familiar to most practicing instructional designers, especially designers using computer and related technologies. The theory can be divided into two aspects that closely inter-relate and influence each other: human cognitive architecture and the instructional designs and prescriptions that flow from that architecture. The cognitive architecture is based on biological evolution. The resulting description of human cognitive architecture is novel and accordingly, the instructional designs that flow from the architecture also are novel. All instructional procedures are routinely tested using randomized, controlled experiments. Roughly 1/3 of the book will be devoted to cognitive architecture and its evolutionary base with 2/3 devoted to the instructional implications that follow, including technology-based instruction. Researchers, teachers and instructional designers need the book because of the explosion of interest in cognitive load theory over the last few years. The theory is represented in countless journal articles but a detailed, modern overview presenting the theory and its implications in one location is not available.
| Author | : Slava Kalyuga |
| Publisher | : IAP |
| Total Pages | : 268 |
| Release | : 2015-05-01 |
| Genre | : Education |
| ISBN | : 1681231360 |
The book explores a cognitive load perspective on instructional guidance. Cognitive load theory is focused on instructional design implications and prescriptions that flow from human cognitive architecture, and it has become one of the leading theories of instructional design. According to this theoretical perspective, the purpose of instructional guidance is to reduce learner potential cognitive overload by providing appropriate information in the right time and in a suitable format. As the learner’s level of prior knowledge is considered as the main factor influencing this decision, the effect of learner prior knowledge on effectiveness of instructional methods (the expertise reversal effect in cognitive load theory) provides the basic framework for the book. The fully-guided direct instruction and minimally-guided inquiry (discovery or exploratory) learning are often discussed in instructional psychology literature as examples of approaches with opposed degrees of guidance provided to the learners. This book considers the whole range of the levels of guidance (including intermediate levels) and approaches the problem of balancing learner guidance from a cognitive load perspective. The significance of this approach is in applying our current knowledge of human cognitive architecture to develop an integrated instructional approach bringing together the best features and advantages of direct instruction and inquiry learning. Both direct instruction and inquiry learning approaches have been around for long time, and their proponents can produce evidence of their effectiveness. This evidence needs to be treated within the context of appropriate learning goals in specific instructional settings for specific types of learners. This book provides an unbiased theoretical framework for managing learner instructional guidance and working principles for selecting appropriate levels and methods of instructional guidance (e.g., sequences of exploratory problems and explicit instruction; forms and levels of embedded guidance; and adapting methodologies) optimal for learners at different levels of prior knowledge.
| Author | : Antonio P. Gutierrez de Blume |
| Publisher | : Frontiers Media SA |
| Total Pages | : 179 |
| Release | : 2023-10-13 |
| Genre | : Science |
| ISBN | : 2832528406 |
| Author | : Michael Orey |
| Publisher | : Springer |
| Total Pages | : 361 |
| Release | : 2014-06-12 |
| Genre | : Education |
| ISBN | : 3319063146 |
The latest edition of the Educational Media and Technology Yearbook, from the Association for Education, Communication and Technology (AECT), notes the most current trends in the field of learning design and technology, taking into account the implications for both formal and informal learning. Pivotal research and discussion surrounding educational trends, leadership, organizations and programs have all been updated from volume 37. Chapters train their focus on graduate and professional goals, including an analysis of doctoral programs in educational technology and new collaborative learning platforms. Library science is a featured component of this analysis and Library Science programs are featured prominently in this analysis. This edition also features new content on mediagraphy.
| Author | : Ewa Piechurska-Kuciel |
| Publisher | : Springer |
| Total Pages | : 208 |
| Release | : 2015-03-12 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 3319143344 |
This volume examines selected aspects of the foreign language learning process from an ecological perspective, adopting a holistic view on complex interrelations among and within organisms (L2 language learners) and their milieus (family, school and society). First of all, the personal ecosystem of the learner is taken into consideration, whereby two powerful influences are intertwined: cognitive and affective aspects. The learning space formed by the individual is largely shaped by their affective states coexisting in conjunction with their cognitive processes. Moreover, this specific space is also modified by a wider array of other personal ecosystems or those of cultures. Hence, the ecosystem of the foreign language learner is also subject to influences coming from sociocultural leverage that can be represented by people they know, like parents and language teachers, who can both directly and indirectly manipulate their ecosystem. At the same time other important forces, such as culture as a ubiquitous element in the foreign language learning process, also have the power to shape that ecosystem. Accordingly, the book is divided into three parts covering a range of topics related to these basic dimensions of foreign language acquisition (the cognitive, affective and socio-cultural). Part I, Affective Interconnections, focuses on the body of original empirical research into the affective domain of not only L2 language learners but also non-native language teachers. Part II, Cognitive Interconnections, reports on contributions on language learners’ linguistic processing and cognitive representations of concepts. The closing part, Socio-cultural Interconnections, provides new insights into language learning processes as they are affected by social and cultural factors.
