Cognitive Individual Differences in Second Language Processing and Acquisition

Editors

Gisela Granena

| Universitat Oberta de Catalunya

Daniel O. Jackson

| Kanda University of International Studies

Yucel Yilmaz

| Indiana University

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

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	1–14
Part 1. Theoretical and methodological issues
Foreign language aptitude, acquisitional sequences, and psycholinguistic processes Peter Skehan	17–40
Miniature natural language learning in L2 acquisition research Vera Kempe and Patricia J. Brooks	41–67
Working memory, language processing, and implications of malleability for second language acquisition Nancy Tsai, Jacky Au and Susanne M. Jaeggi	69–88
Methodological implications of working memory tasks for L2 processing research Michael J. Leeser and Gretchen L. Sunderman	89–104
Analyzing individual differences in second language research: The benefits of mixed effects models Jared A. Linck	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	131–156
An empirical study of working memory, personality, and second language construction learning Daniel O. Jackson	157–184
Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity Gisela Granena	185–204
Working memory and L2 English speakers’ primed and subsequent production of passives Kim McDonough and YouJin Kim	205–222
Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading Sevdeğer Çeçen and Gülcan Erçetin	223–248
Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language Isabelle Darcy and Joan Carles Mora	249–277
Corrective feedback and working memory capacity: A replication Jaemyung Goo	279–302
The interaction between feedback exposure condition and phonetic coding ability Yucel Yilmaz and Yilmaz Koylu	303–326
The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions Yucel Yilmaz, Gisela Granena and Zachary S. Meyer	327–349
Index	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

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

SUZUKI, YUICHI, TATSUYA NAKATA & ROBERT DEKEYSER

2019. Optimizing Second Language Practice in the Classroom: Perspectives from Cognitive Psychology. The Modern Language Journal

Suzuki, Yuichi, Satoko Yokosawa & David Aline

2020. The role of working memory in blocked and interleaved grammar practice: Proceduralization of L2 syntax. Language Teaching Research ► pp. 136216882091398 ff.

This list is based on CrossRef data as of 29 december 2020. 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.

Subjects

Linguistics

Psycholinguistics

Theoretical linguistics

Cognition and language

Language acquisition

Bilingualism

BIC Subject: CFDC – Language acquisition

BISAC Subject: LAN009040 – LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics

U.S. Library of Congress Control Number: 2016034720 | Marc record