Individual Differences and Instructed Language Learning
Table of Contents
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Preface | p. ix
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1. Introduction: Researching individual differences and instructed learningPeter Robinson | pp. 1–10
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Section I: Theoretical Issues
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2. The theory of successful intelligence and its implications for language-aptitude testingRobert J. Sternberg | pp. 13–43
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3. Motivation, anxiety and emotion in second language acquisitionPeter D. MacIntyre | pp. 45–68
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4. Theorising and updating aptitudePeter Skehan | pp. 69–93
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5. Foreign language acquisition and language-based learning disabilitiesElena L. Grigorenko | pp. 95–112
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6. Learning conditions, aptitude complexes, and SLA: A framework for research and pedagogyPeter Robinson | pp. 113–133
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Section II: Empirical Studies
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7. The motivational basis of language learning tasksZoltán Dörnyei | pp. 137–158
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8. The role of learners’ language analytic ability in the communicative classroomLeila Ranta | pp. 159–180
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9. Individual differences in working memory, noticing of interactional feedback and L2 developmentAlison Mackey, Jenefer Philp, Takako Egi, Akiko Fujii and Tomoaki Tatsumi | pp. 181–209
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10. Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfield and Hernstadt (1991)Peter Robinson | pp. 211–266
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11. Aptitude-exposure interaction effects on Wh-movement violation detection by pre-and-post-critical period Japanese bilingualsSteven Ross, Naoko Yoshinaga and Miyuki Sasaki | pp. 267–299
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12. Age, aptitude and second language learning on a bilingual exchangeBirgit Harley and Doug Hart | pp. 301–330
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Index | pp. 373–385
A generation after Lee Cronbach and Richard Snow widely publicized the need for and potential of aptitude-treatment interaction research, we finally have a volume that does justice to this topic in the field of second language learning. It provides numerous ideas for future research, from broad hypotheses to test, to areas of language to focus on, to statistical techniques for data analysis.
For anybody interested in how individual differences interact with L2 learning conditions, this book is not just interesting, it is exciting and inspiring.
”In all the chapters I was impressed by the tone of respect and genuine scholarly debate as authors engaged with previous and current researchers whose theories and findings often differed from their own. I attribute this tone and the seriousness of the scholarly approach to the role of the editor whose own contributions are models of thoroughness and fairness.
””
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