Individual Differences and Instructed Language Learning
John Benjamins Publishing, Sep 27, 2002 - Language Arts & Disciplines - 387 pages
Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Other editions - View all
adult analytical language anxiety Aoyama Gakuin University aptitude complexes aptitude tests argued awareness Carroll classroom cloze cognitive abilities components context correlations critical period deﬁcit deﬁned difﬁculties Dornyei dyslexia effects English ergative explicit exposure factor ﬁnd ﬁndings ﬁrst ﬁve focus on form foreign language learning Ganschow Gardner GJ test grammatical guage hypothesis immediate posttest implicit learning incidental learning individual differences inﬂuence input instruction intelligence interaction Japanese Krashen L2 learning language analysis language analytic ability language aptitude language learning aptitude late immersion learners linguistic listening locative MacIntyre Mackey memory for text MLAT motivation noticing ofthe participants performance phonemic phonological predicted present study processing proﬁciency Psychology Reber reﬂect relationship relevant Robinson rules scores second language acquisition second language learning sentences signiﬁcant signiﬁcantly six month delayed Skehan speciﬁc Sternberg subtest Table tacit knowledge theory tion TOEFL variables vocabulary wh-movement WM capacity words