Cognitive Individual Differences in Second Language Processing and Acquisition

Editors

Gisela Granena

Daniel O. Jackson

Yucel Yilmaz

Hardbound – Available

ISBN 9789027243744 | EUR 95.00 | USD 143.00

e-Book –

ISBN 9789027266323 | EUR 95.00 | USD 143.00

Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs in various linguistic domains. Chapters include contributions from researchers working within second language acquisition (SLA), psycholinguistics, and cognitive psychology, sharing a common interest in the application of cognitive IDs to their respective areas of study. The interdisciplinary understanding of cognitive IDs presented in this book makes the book of interest to a wide readership of graduate students, faculty members, and academic researchers in the fields of SLA, psycholinguistics, cognitive psychology, and education.

[Bilingual Processing and Acquisition, 3] 2016. vi, 353 pp.

Publishing status: Available
Published online on 2 December 2016

https://doi.org/10.1075/bpa.3

Table of Contents

Introduction. Cognitive individual differences in second language learning and processing

Gisela Granena, Daniel O. Jackson and Yucel Yilmaz | pp. 1–14

Part 1. Theoretical and methodological issues

Foreign language aptitude, acquisitional sequences, and psycholinguistic processes

Peter Skehan | pp. 17–40

Miniature natural language learning in L2 acquisition research

Vera Kempe and Patricia J. Brooks | pp. 41–67

Working memory, language processing, and implications of malleability for second language acquisition

Nancy Tsai, Jacky Au and Susanne M. Jaeggi | pp. 69–88

Methodological implications of working memory tasks for L2 processing research

Michael J. Leeser and Gretchen L. Sunderman | pp. 89–104

Analyzing individual differences in second language research: The benefits of mixed effects models

Jared A. Linck | pp. 105–128

Part 2. Empirical studies

Music, song and speech: A closer look at the interfaces between musicality, singing and individual differences in phonetic language aptitude

Markus Christiner and Susanne Reiterer | pp. 131–156

An empirical study of working memory, personality, and second language construction learning

Daniel O. Jackson | pp. 157–184

Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity

Gisela Granena | pp. 185–204

Working memory and L2 English speakers’ primed and subsequent production of passives

Kim McDonough and YouJin Kim | pp. 205–222

Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading

Sevdeğer Çeçen and Gülcan Erçetin | pp. 223–247

Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language

Isabelle Darcy and Joan C. Mora | pp. 249–277

Corrective feedback and working memory capacity: A replication

Jaemyung Goo | pp. 279–302

The interaction between feedback exposure condition and phonetic coding ability

Yucel Yilmaz and Yilmaz Koylu | pp. 303–326

The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions

Yucel Yilmaz, Gisela Granena and Zachary S. Meyer | pp. 327–349

Index | pp. 351–353

“Research evidence of the extent to which cognitive abilities mediate L2 learning during experimental or classroom conditions of exposure is essential to proposals for SLA theory, and effective instruction. This exceptionally insightful book delivers such evidence, significantly advances our understanding of theory and pedagogy alike, and is a must-read, major contribution to the field of SLA.”

Peter Robinson, Aoyama Gakuin University, Shibuya, Tokyo, Japan

Cited by (10)

Cited by ten other publications

Order by:

Pan, Junlan & Emma Marsden

2024. Developing internet-based Tests of Aptitude for Language Learning (TALL): An open research endeavour. Language Testing 41:4 ► pp. 817 ff.

Suzuki, Yuichi, Satoko Yokosawa & David Aline

2022. The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax. Language Teaching Research 26:4 ► pp. 671 ff.

Vogelzang, Margreet, Ianthi Maria Tsimpli & Minati Panda

2022. How Cognitive Abilities May Support Children’s Bilingual Literacy Development in a Multilingual Society. Languages 7:1 ► pp. 33 ff.

Suzuki, Yuichi

2021. PROBING THE CONSTRUCT VALIDITY OF LLAMA_D AS A MEASURE OF IMPLICIT LEARNING APTITUDE. Studies in Second Language Acquisition 43:3 ► pp. 663 ff.

Zhang, Weiwei, Donglan Zhang & Lawrence Jun Zhang

2021. Metacognitive Instruction for Sustainable Learning: Learners’ Perceptions of Task Difficulty and Use of Metacognitive Strategies in Completing Integrated Speaking Tasks. Sustainability 13:11 ► pp. 6275 ff.

SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER

2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal 103:3 ► pp. 551 ff.

Christiner, Markus & Susanne Maria Reiterer

2018. Early Influence of Musical Abilities and Working Memory on Speech Imitation Abilities: Study with Pre-School Children. Brain Sciences 8:9 ► pp. 169 ff.

Cloutier, Robert, Nuria Yáñez-Bouza, Radosław Święciński, Gea Dreschler, Sune Gregersen, Beáta Gyuris, Kathryn Allan, Maggie Scott, Lieselotte Anderwald, Alexander Kautzsch, Sven Leuckert, Tihana Kraš, Alessia Cogo, Tian Gan, Ida Parise & Jessica Norledge

2018. IEnglish Language. The Year's Work in English Studies 97:1 ► pp. 1 ff.

[no author supplied]

2021. Dynamic Variation in Second Language Acquisition [Processability Approaches to Language Acquisition Research & Teaching, 8],

[no author supplied]

2024. Cognitive Individual Differences. In A Practical Guide to Second Language Teaching and Learning, ► pp. 214 ff.

This list is based on CrossRef data as of 26 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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