Author: Bartolo BazanPublisher: IPR Journals and Book Publishers
ISBN: 9914752462
Category : Juvenile Nonfiction
Languages : en
Pages : 516
Book Description
SUMMARY This book explores the concept of automaticity in the context of second language listening, focusing on how practice can lead to the ability to perform listening tasks with minimal cognitive effort. The author argues that through practice, lower-level subcomponents of listening can be executed autonomously, requiring less executive control and reducing dual-task interference, an indication of automaticity. Despite the extensive research on automatization across various skills, this book addresses a gap in the literature regarding second language listening from a cognitive psychology perspective. It integrates theories from cognitive sciences, such as attentional theories of skill acquisition, working memory, and imagery, with linguistic concepts to create a comprehensive framework for investigating listening automaticity. Key features of the study include an examination of what types of practice are most effective in fostering listening automaticity. The book discusses innovative approaches to assessing listening automaticity, including the use of combined tests to evaluate constructs accurately. Additionally, the research investigates whether practice leads to a decrease in the involvement of executive functions during listening tasks and explores the potential of visuospatial working memory as a predictor of listening automaticity. Utilizing Rasch models, the research offers validation for the cognitive and linguistic measures employed, linking longitudinal data through common items to provide deeper insights into the automatization process. The implications of this research extend to both theoretical understanding and practical applications in pedagogy, making it relevant for educators, researchers, and students in cognitive psychology, psycholinguistics, and assessment. Overall, the book aims to contribute to the advancement of automaticity research, particularly in the realm of second language acquisition.
