Aptitude-Treatment Interaction in Second Language Learning

Editor
| University of Maryland
HardboundAvailable
ISBN 9789027208897 | EUR 90.00 | USD 135.00
 
e-Book
ISBN 9789027259783 | EUR 90.00 | USD 135.00
 
This volume brings together seven empirical studies about aptitude-treatment interactions (ATI), i.e., about how (second language) learners with different aptitudes match or don’t match with different educational treatments; and aptitude-testing interactions, i.e., about how learners with different aptitudes perform better or worse depending on the way their knowledge and skills are tested. The authors are all established researchers or rising stars in the field of second language acquisition (SLA), who believe that little can be said about the effectiveness of teaching and testing methods or techniques without taking individual differences into account. Many of the studies corroborate in SLA what has become a central finding in the psychological and educational research about ATI: the more a method puts the burden of information processing on the student, the bigger the role of the corresponding aptitudes. The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019).
[Benjamins Current Topics, 116]  2021.  v, 202 pp.
Publishing status: Available
Table of Contents
Aptitude-treatment interaction in second language learning: Introduction to the special issue
Robert M. DeKeyser
1–4
Individualization of practice distribution in second language grammar learning: The role of metalinguistic rule rehearsal ability and working memory capacity
Yuichi Suzuki
5–31
The interaction between timing of explicit grammar explanation and individual differences in second language acquisition
Ilina Kachinske and Robert M. DeKeyser
33–68
The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback
Mengxia Fu and Shaofeng Li
69–92
Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice
Miroslaw Pawlak and Adriana Biedroń
93–115
Working memory and planning time as predictors of fluency and accuracy
Katharine Brown Nielson and Robert M. DeKeyser
117–152
Phonological short-term memory capacity and L2 oral performance
Gisela Granena and Yucel Yilmaz
153–171
The value of introspective measures in aptitude-treatment interaction research: A window on individual differences in action
Rebecca Sachs, Yuka Akiyama and Kimi Nakatsukasa
173–201
Index
202
Subjects
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number:  2021009614 | Marc record