Article published in:
Aptitude-treatment interaction in second language learning
Edited by Robert M. DeKeyser
[Journal of Second Language Studies 2:2] 2019
► pp. 258280
References

References

Baddeley, A. D.
(2000) The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–123. CrossrefGoogle Scholar
(2003) Working memory and language: An overview. Journal of Communication Disorders, 36, 189–208. CrossrefGoogle Scholar
(2012) Working memory: Theories, models and controversies. Annual Review of Psychology, 63, 1–30. CrossrefGoogle Scholar
(2015) Working memory in second language learning. In Z. Wen, M. B. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 17–28). Bristol: Multilingual Matters. CrossrefGoogle Scholar
Baddeley, A. D., & Hitch, G. J.
(1974) Working memory. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 8, pp. 47–90). New York, NY: Academic Press.Google Scholar
Baddeley, A. D., Gathercole, S., & Papagno, C.
(1998) The phonological loop as a language acquisition device. Psychological Review, 105, 158–173. CrossrefGoogle Scholar
Biedroń, A., & Pawlak, M.
(2016) The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality. Studies in Second Language Learning and Teaching, 6(3), 395–422. CrossrefGoogle Scholar
[ p. 276 ]
Biedroń, A., & Szczepaniak, A.
(2012) Working-memory and short-term memory abilities in accomplished multilinguals. Modern Language Journal, 96, 290–306. CrossrefGoogle Scholar
Bielak, J., & Pawlak, M.
(2013) Applying Cognitive Grammar in the foreign language classroom: Teaching English tense and aspect. Heidelberg: Springer. CrossrefGoogle Scholar
Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N.
(2008) Variation in working memory. An introduction. In A. R. A. Conway, Ch. Jarrold, M. J. Kane, A. Miyake, & J. N. Towse (Eds.), Variation in working memory (pp. 3–17). Oxford: Oxford University Press. CrossrefGoogle Scholar
Council of Europe
(2001) Common European framework for languages: Learning, teaching, assessment. Strasbourg: Council of Europe.Google Scholar
Cowan, N.
(2005) Working memory capacity. New York, NY: Psychology Press. CrossrefGoogle Scholar
(2014) Working memory underpins cognitive development, learning, and education. Educational Psychology Review, 26(2), 197–223. CrossrefGoogle Scholar
DeKeyser, R.
(2009) Cognitive-psychological processes in second language learning. In M. H. Long & C. J. Doughty (Eds.), The handbook of language teaching (pp. 117–138). Oxford: Wiley-Blackwell. CrossrefGoogle Scholar
(2015) Skill-acquisition theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp. 94–122). London: Routledge.Google Scholar
(2017) Knowledge and skill in SLA. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 15–32). New York, NY: Routledge. CrossrefGoogle Scholar
DeKeyser, R. M., & Juffs, A.
(2005) Cognitive considerations in L2 learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 437–454). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
DeKeyser, R. M., & Koeth, J.
(2011) Cognitive aptitudes for second language learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 395–407). New York, NY: Routledge.Google Scholar
Dörnyei, Z., & Ryan, S.
(2015) The psychology of the language learner revisited. New York, NY: Routledge. CrossrefGoogle Scholar
Doughty, C. J.
(2013) Optimizing post-critical-period language learning. In G. Granena & M. H. Long (Eds.), Sensitive periods, language aptitude, and ultimate L2 attainment (pp. 153–175). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Doughty, C. J., Campbell, S. G., Mislevy, M. A., Bunting, M. F., Bowles, A. R., & Koeth, J. T.
(2010) Predicting near-native ability: The factor structure and reliability of Hi-LAB. In M. T. Prior, Y. Watanabe, & S-K. Lee (Eds.), Selected proceedings of the 2008 Second Language Research Forum (pp. 10–31). Somerville, MA: Cascadilla Proceedings Project. Retrieved from www​.lingref​.com, document #2382.
Ellis, N. C.
(2012) Formulaic language and second language acquisition: Zipf and the phrasal Teddy Bear. Annual Review of Applied Linguistics, 32, 17–44. CrossrefGoogle Scholar
Ellis, R.
(2003) Task-based language learning and teaching. Oxford: Oxford University Press.Google Scholar
(2004) The definition and measurement of explicit knowledge. Language Learning, 54, 227–275. CrossrefGoogle Scholar
[ p. 277 ]
(2005) Measuring implicit and explicit knowledge of a second language: A psychometric study. Studies in Second Language Acquisition, 27(2), 141–172. CrossrefGoogle Scholar
(2006) Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics, 27, 431–463. CrossrefGoogle Scholar
(2009) Implicit and explicit learning, knowledge and instruction. In R. Ellis, S. Loewen, C. Elder, R. Erlam, J. Philp, & H. Reinders (Eds.), Implicit and explicit knowledge in second language learning, testing and teaching (pp. 3–25). Bristol: Multilingual Matters. CrossrefGoogle Scholar
(2010) Epilogue: A framework for investigating oral and written corrective feedback. Studies in Second Language Acquisition, 32, 335–349. CrossrefGoogle Scholar
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H.
(Eds.) 2009Implicit and explicit knowledge in second language learning, testing and teaching. Bristol: Multilingual Matters.Google Scholar
Engel de Abreu, P., & Gathercole, S. E.
(2012) Executive and phonological processes in second language acquisition. Journal of Educational Psychology, 4, 974–986.Google Scholar
Engle, R. W., Kane, M. J., & Tuholski, S. W.
(1999) Individual differences in working memory capacity and what they tell us about controlled attention, general fluid intelligence and functions of the prefrontal cortex. In A. Miyake & P. Shah (Eds.), Models of working memory: Mechanisms of active maintenance and executive control (pp. 102–134). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Fortkamp, M. B. M.
(1999) Working memory capacity and aspects of L2 speech production. Communication and Cognition, 32, 259–296.Google Scholar
(2003) Working memory capacity and fluency, accuracy, complexity and lexical density in L2 speech production. Fragmentos, 24, 69–104.Google Scholar
Goo, J.
(2012) Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445–474. CrossrefGoogle Scholar
Gutiérrez, X.
(2013) The construct validity of grammaticality judgment tests as measures of implicit and explicit knowledge. Studies in Second Language Acquisition, 35, 423–449. CrossrefGoogle Scholar
Harrington, M., & Sawyer, M.
(1992) L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25–38. CrossrefGoogle Scholar
Juffs, A., & Harrington, M.
(2011) Aspects of working memory in L2 learning. Language Teaching, 44, 137–166. CrossrefGoogle Scholar
Kormos, J., & Sáfár, A.
(2008) Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(2), 261–271. CrossrefGoogle Scholar
Larsen-Freeman, D.
(2003) Learning grammar: From grammar to grammaring. Boston, MA: Henle & Heinle.Google Scholar
[ p. 278 ]
Leeser, M.
(2007) Learner-based factors in L2 reading comprehension and processing grammatical form: Topic familiarity and working memory. Language Learning, 57, 229–270. CrossrefGoogle Scholar
Li, S.
(2013) The differential roles of language analytic ability and working memory in mediating the effects of two types of feedback on the acquisition of an opaque linguistic structure. In C. Sanz & B. Lado (Eds.), Individual differences, L2 development & language program administration: From theory to application (pp. 32–52). Boston, MA: Cengage Learning.Google Scholar
(2017) Cognitive differences in SLA. In S. Loewen, & Sato, M. (Eds.), The Routledge handbook of second language acquisition (pp. 396–417). New York, NY: Routledge. CrossrefGoogle Scholar
Li, S., Ellis, R., & Zhu, Y.
(2019) The associations between cognitive ability and L2 development under five different instructional conditions. Applied Psycholinguistics, 40(3), 693–722. CrossrefGoogle Scholar
Linck, J. A., Osthus, P., Koeth, J. T., & Bunting, M. F.
(2014) Working memory and second language comprehension and production: A meta-analysis. Psychonomic Bulletin & Review, 21(4), 861–883. CrossrefGoogle Scholar
Mackey, A., Philip, J., Egi, T., Fujii, A., & Tatsumi, T.
(2002) Individual differences in working memory, noticing interactional feedback and L2 development. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 181–209). Amsterdam: John Benjamins. CrossrefGoogle Scholar
Martin, K. I., & Ellis, N. C.
(2012) The roles of phonological STM and working memory in L2 grammar and vocabulary learning. Studies in Second Language Acquisition, 34(3), 379–413. CrossrefGoogle Scholar
Miyake, A., & Friedman, N. P.
(1998) Individual differences in second language proficiency: Working memory as language aptitude. In A. Healy & L. Bourne (Eds.), Foreign language learning (pp. 339–364). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Nassaji, H.
(2017) Grammar acquisition. In S. Loewen, & Sato, M. (Eds.), The Routledge handbook of second language acquisition (pp. 205–223). New York, NY: Routledge. CrossrefGoogle Scholar
O’Brien, I., Segalowitz, N., Collentine, J., & Freed, B.
(2006) Phonological memory and lexical, narrative, and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics, 27, 377–402. CrossrefGoogle Scholar
Papagno, C., & Vallar, G.
(1995) Verbal short-term memory and vocabulary learning in polyglots. Quarterly Journal of Experimental Psychology, 38A, 98–107. CrossrefGoogle Scholar
Paradis, M.
(2009) Declarative and procedural determinants of second languages. Amsterdam: John Benjamins. CrossrefGoogle Scholar
Pawlak, M.
(2014) Error correction in the foreign language classroom: Reconsidering the issues. Heidelberg: Springer. CrossrefGoogle Scholar
(2017) Individual difference variables as mediating influences on success or failure in form-focused instruction. In E. Piechurska-Kuciel, E. Szymańska-Czaplak, & M. Szyszka (Eds.), At the crossroads: Challenges of foreign language learning (pp. 75–92). Heidelberg: Springer Nature. CrossrefGoogle Scholar
[ p. 279 ]
(2019) Tapping the distinction between explicit and implicit knowledge: Methodological issues. In B. Lewandowska-Tomaszczyk (Ed.), Contacts & contrasts in educational contexts and translation (pp. 45–60). Heidelberg: Springer Nature. CrossrefGoogle Scholar
Pienemann, M., & Lenzing, A.
(2015) Processability theory. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp. 159–179). London: Routledge.Google Scholar
Révész, A.
(2012) Working memory and the observed effectiveness of recasts on different L2 outcome measures. Language Learning, 62, 93–132. CrossrefGoogle Scholar
Robinson, P.
(2003) Attention and memory during SLA. In C. J. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 631–679). Oxford: Blackwell. CrossrefGoogle Scholar
Sawyer, M., & Ranta, L.
(2001) Aptitude, individual differences, and instructional design. In P. Robinson (Ed.), Cognition and second language instruction (pp. 319–354). Cambridge: Cambridge University Press. CrossrefGoogle Scholar
Skehan, P.
(2012) Language aptitude. In S. Gass & A. Mackey (Eds.), Routledge handbook of second language acquisition (pp. 381–395). New York, NY: Routledge.Google Scholar
Suzuki, Y., & DeKeyser, R. M.
(2015) Comparing elicited imitation and word monitoring as measures of implicit knowledge. Language Learning, 65, 860–895. CrossrefGoogle Scholar
Suzuki, Y., & DeKeyser, R.
(2017a) Exploratory research on second language practice distribution: An aptitude × treatment interaction. Applied Psycholinguistics, 38(1), 27–56. CrossrefGoogle Scholar
Suzuki, Y., & DeKeyser, R. M.
(2017b) The interface of explicit and implicit knowledge in asecond language: Insights from individual differences in cognitive aptitudes. Language Learning, 67, 747–790. CrossrefGoogle Scholar
Tagarelli, K. M., Borges Mota, M., & Rebuschat, P.
(2015) Working memory, learning conditions, and the acquisition of L2 syntax. In Z. Wen, M. Borges Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing: theory, research and commentary (pp. 224–247). Bristol: Multilingual Matters. CrossrefGoogle Scholar
Ullman, M. T.
(2015) The declarative/procedural model. In B. VanPatten & J. Williams (Eds.), Theories in second language acquisition (2nd ed., pp. 135–158). London: Routledge.Google Scholar
Vafaee, P., Suzuki, Y., & Kachinske, I.
(2017) Validating grammaticality judgment tests: Evidence from two new psycholinguistic measures. Studies in Second Language Acquisition, 39(1), 59–95. CrossrefGoogle Scholar
Wen, E. Z.
(2015) Working memory in second language acquisition and processing: The Phonological/Executive model. In E. Z. Wen, M. B. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 41–62). Bristol: Multilingual Matters. CrossrefGoogle Scholar
(2016) Working memory and second language learning: Towards an integrated approach. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Wen, E. Z., & Skehan, P.
(2011) A new perspective on foreign language aptitude: Building and supporting a case for “working memory as language aptitude.” Ilha Do Desterro: A Journal of English Language, Literatures and Cultural Studies, 60, 15–44.Google Scholar
[ p. 280 ]
Wen, E. Z., Biedroń, A., & Skehan, P.
(2016) Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 1–31. CrossrefGoogle Scholar
Wen, E. Z., Mota, M. B., & McNeill, A.
(Eds.) (2015) Working memory in second language acquisition and processing. Bristol: Multilingual Matters. CrossrefGoogle Scholar
Williams, J. N.
(2012) Working memory and SLA. In S. Gass & A. Mackey (Eds.), Handbook of second language acquisition (pp. 427–441). Oxford: Routledge.Google Scholar
Wright, C.
(2015) Working memory and L2 development across the lifespan: A commentary. In E. Z. Wen, M. B. Mota, & A. McNeill (Eds.), Working memory in second language acquisition and processing (pp. 224–247). Bristol: Multilingual Matters. CrossrefGoogle Scholar
Zhang, R.
(2015) Measuring university-level L2 learners’ implicit and explicit linguistic knowledge. Studies in Second Language Acquisition, 37, 457–486. CrossrefGoogle Scholar
Zychowicz, K., Biedroń, A., & Pawlak, M.
(2017) Polish Listening Span: A new tool for measuring verbal working memory. Studies in Second Language Learning and Teaching, 7, 601–618. CrossrefGoogle Scholar