355014732 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 35 GE 15 9789027272065 06 10.1075/lllt.35 00 EA E133 10 01 JB code LL&LT 02 JB code 1569-9471 02 35.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Sensitive periods, language aptitude, and ultimate L2 attainment Sensitive periods, language aptitude, and ultimate L2 attainment 1 B01 01 JB code 610154907 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 2 B01 01 JB code 168154908 Mike Long Long, Mike Mike Long University of Maryland 01 eng 11 311 03 03 xv 03 00 295 03 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 10 LAN009000 12 CFDC 01 06 02 00 Provides studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, and aptitude-treatment interactions. 03 00 Research on second language acquisition (SLA) has identified language aptitude and age of onset (AO), i.e., the age at which learners are first meaningfully exposed to the L2, as robust predictors of rate of classroom language learning and level of ultimate L2 attainment in naturalistic settings, respectively. It is not surprising, therefore, that recent years have witnessed a surge of interest in the combination of age and aptitude as a powerful explanatory factor in SLA, and central to a viable SLA theory. The chapters in this volume provide new studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, aptitude-treatment interactions, and the implications of the research findings for language education policy and tailored language instruction. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.35.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213112.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213112.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.35.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.35.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.35.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.35.hb.png 01 01 JB code lllt.35.001loc 06 10.1075/lllt.35.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 01 JB code lllt.35.002int 06 10.1075/lllt.35.002int ix xvi 8 Article 2 01 04 Introduction and overview Introduction and overview 1 A01 01 JB code 253185497 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 2 A01 01 JB code 288185498 Mike Long Long, Mike Mike Long 01 01 JB code lllt.35.00sec1 06 10.1075/lllt.35.00sec1 Section header 3 01 04 Part I. Age differences and maturational constraints Part I. Age differences and maturational constraints 01 01 JB code lllt.35.01lon 06 10.1075/lllt.35.01lon 3 42 40 Article 4 01 04 Maturational constraints on child and adult SLA Maturational constraints on child and adult SLA 1 A01 01 JB code 533185499 Mike Long Long, Mike Mike Long University of Maryland 01 01 JB code lllt.35.02spa 06 10.1075/lllt.35.02spa 43 68 26 Article 5 01 04 Maturational constraints on lexical acquisition in a second language Maturational constraints on lexical acquisition in a second language 1 A01 01 JB code 3185500 Katherine Spadaro Spadaro, Katherine Katherine Spadaro @@affiliation 01 01 JB code lllt.35.03byl 06 10.1075/lllt.35.03byl 69 102 34 Article 6 01 04 Age of acquisition effects or effects of bilingualism in second language ultimate attainment? Age of acquisition effects or effects of bilingualism in second language ultimate attainment? 1 A01 01 JB code 174185501 Emanuel Bylund Bylund, Emanuel Emanuel Bylund Centre for Research on Bilingualism, Stockholm University 2 A01 01 JB code 493185502 Kenneth Hyltenstam Hyltenstam, Kenneth Kenneth Hyltenstam Centre for Research on Bilingualism, Stockholm University 3 A01 01 JB code 532185503 Niclas Abrahamsson Abrahamsson, Niclas Niclas Abrahamsson Centre for Research on Bilingualism, Stockholm University 01 01 JB code lllt.35.00sec2 06 10.1075/lllt.35.00sec2 Section header 7 01 04 Part II. Aptitude constructs and measures Part II. Aptitude constructs and measures 01 01 JB code lllt.35.04gra 06 10.1075/lllt.35.04gra 105 130 26 Article 8 01 04 Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test 1 A01 01 JB code 814185504 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 01 01 JB code lllt.35.05kor 06 10.1075/lllt.35.05kor 131 152 22 Article 9 01 04 New conceptualizations of language aptitude in second language attainment New conceptualizations of language aptitude in second language attainment 1 A01 01 JB code 202185505 Judit Kormos Kormos, Judit Judit Kormos Lancaster University 01 01 JB code lllt.35.06dou 06 10.1075/lllt.35.06dou 153 176 24 Article 10 01 04 Optimizing post-critical-period language learning Optimizing post-critical-period language learning 1 A01 01 JB code 312185506 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 01 01 JB code lllt.35.00sec3 06 10.1075/lllt.35.00sec3 Section header 11 01 04 Part III. Age, aptitude and ultimate attainment Part III. Age, aptitude and ultimate attainment 01 01 JB code lllt.35.07gra 06 10.1075/lllt.35.07gra 179 204 26 Article 12 01 04 Reexamining the robustness of aptitude in second language acquisition Reexamining the robustness of aptitude in second language acquisition 1 A01 01 JB code 736185507 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 01 01 JB code lllt.35.08bol 06 10.1075/lllt.35.08bol 205 230 26 Article 13 01 04 Memory-based aptitude for nativelike selection Memory-based aptitude for nativelike selection 01 04 The role of phonological short-term memory The role of phonological short-term memory 1 A01 01 JB code 127185508 Cylcia Bolibaugh Bolibaugh, Cylcia Cylcia Bolibaugh St. Mary’s University College 2 A01 01 JB code 188185509 Pauline Foster Foster, Pauline Pauline Foster St. Mary’s University College 01 01 JB code lllt.35.09for 06 10.1075/lllt.35.09for 231 256 26 Article 14 01 04 High-level proficiency in late L2 acquisition High-level proficiency in late L2 acquisition 01 04 Relationships between collocational production, language aptitude and personality Relationships between collocational production, language aptitude and personality 1 A01 01 JB code 626185510 Fanny Forsberg Lundell Lundell, Fanny Forsberg Fanny Forsberg Lundell Stockholm University 2 A01 01 JB code 202185511 Maria Sandgren Sandgren, Maria Maria Sandgren Södertörn University 01 01 JB code lllt.35.00sec4 06 10.1075/lllt.35.00sec4 Section header 15 01 04 Part IV. Implications for educational policy and language teaching Part IV. Implications for educational policy and language teaching 01 01 JB code lllt.35.10lon 06 10.1075/lllt.35.10lon 259 272 14 Article 16 01 04 Some implications of research findings on sensitive periods in language learning for educational policy and practice Some implications of research findings on sensitive periods in language learning for educational policy and practice 1 A01 01 JB code 394185512 Mike Long Long, Mike Mike Long University of Maryland 01 01 JB code lllt.35.11vat 06 10.1075/lllt.35.11vat 273 292 20 Article 17 01 04 Aptitude-treatment interaction studies in second language acquisition Aptitude-treatment interaction studies in second language acquisition 01 04 Findings and methodology Findings and methodology 1 A01 01 JB code 658185513 Karen Vatz Vatz, Karen Karen Vatz University of Maryland Center for Advanced Study of Language 2 A01 01 JB code 966185514 Medha Tare Tare, Medha Medha Tare University of Maryland Center for Advanced Study of Language 3 A01 01 JB code 59185515 Scott R. Jackson Jackson, Scott R. Scott R. Jackson University of Maryland Center for Advanced Study of Language 4 A01 01 JB code 357185516 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 01 01 JB code lllt.35.12sub 06 10.1075/lllt.35.12sub 293 296 4 Article 18 01 04 Subject index Subject index 01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20130522 C 2013 John Benjamins Publishing Company D 2013 John Benjamins Publishing Company 02 WORLD 13 15 9789027213129 WORLD 03 01 JB 17 Google 03 https://play.google.com/store/books 21 01 00 Unqualified price 00 36.00 EUR 01 00 Unqualified price 00 30.00 GBP 01 00 Unqualified price 00 54.00 USD 441010373 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 35 Pb 15 9789027213129 06 10.1075/lllt.35 13 2013000301 00 BC 08 545 gr 10 01 JB code LL&LT 02 1569-9471 02 35.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Sensitive periods, language aptitude, and ultimate L2 attainment Sensitive periods, language aptitude, and ultimate L2 attainment 1 B01 01 JB code 610154907 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/610154907 2 B01 01 JB code 168154908 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/168154908 01 eng 11 311 03 03 xv 03 00 295 03 01 23 401/.93 03 2013 P118.2 04 Second language acquisition. 04 Language awareness. 04 Communicative competence in children. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 01 06 02 00 Provides studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, and aptitude-treatment interactions. 03 00 Research on second language acquisition (SLA) has identified language aptitude and age of onset (AO), i.e., the age at which learners are first meaningfully exposed to the L2, as robust predictors of rate of classroom language learning and level of ultimate L2 attainment in naturalistic settings, respectively. It is not surprising, therefore, that recent years have witnessed a surge of interest in the combination of age and aptitude as a powerful explanatory factor in SLA, and central to a viable SLA theory. The chapters in this volume provide new studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, aptitude-treatment interactions, and the implications of the research findings for language education policy and tailored language instruction. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.35.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213112.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213112.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.35.pb.png 01 01 D503 https://benjamins.com/covers/125/lllt.35.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.35.pb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.35.pb.png 01 01 JB code lllt.35.001loc 06 10.1075/lllt.35.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code lllt.35.002int 06 10.1075/lllt.35.002int ix xvi 8 Article 2 01 04 Introduction and overview Introduction and overview 1 A01 01 JB code 253185497 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/253185497 2 A01 01 JB code 288185498 Mike Long Long, Mike Mike Long 07 https://benjamins.com/catalog/persons/288185498 01 eng 01 01 JB code lllt.35.00sec1 06 10.1075/lllt.35.00sec1 Section header 3 01 04 Part I. Age differences and maturational constraints Part I. Age differences and maturational constraints 01 eng 01 01 JB code lllt.35.01lon 06 10.1075/lllt.35.01lon 3 42 40 Article 4 01 04 Maturational constraints on child and adult SLA Maturational constraints on child and adult SLA 1 A01 01 JB code 533185499 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/533185499 01 eng 30 00

Claims for a biologically based schedule for language learning were first advanced 50 years ago. 100+ studies later, debates continue as to the existence, scope and timing of one or more sensitive periods for SLA. At least eight reasons can be identified for the lack of consensus, several of which appear to be without basis. They are discussed, along with ten more positive developments over the past decade, including research into the possibility that the very few learners who achieve near-native L2 abilities do so because of superior language learning aptitude(s).

01 01 JB code lllt.35.02spa 06 10.1075/lllt.35.02spa 43 68 26 Article 5 01 04 Maturational constraints on lexical acquisition in a second language Maturational constraints on lexical acquisition in a second language 1 A01 01 JB code 3185500 Katherine Spadaro Spadaro, Katherine Katherine Spadaro @@affiliation 07 https://benjamins.com/catalog/persons/3185500 01 eng 30 00

This study investigates the possibility of a sensitive period for the acquisition of lexical and collocational knowledge in a second language. The participants were ten adult native speakers of English and 38 very advanced adult non-native speakers with a range of ages of onset of learning. They performed a battery of tests, comprising a standard word-association test, an oral production task, and a range of written lexical tasks (developed for this study) focusing on the use of core vocabulary and multi-word units. The results are taken to support the existence of a sensitive period for lexical acquisition in a second language, and the overall tendency to similarity in scores obtained by NNSs with AOs of 7–12 and 13+ appears to indicate that this sensitive period closes around the age of six.

01 01 JB code lllt.35.03byl 06 10.1075/lllt.35.03byl 69 102 34 Article 6 01 04 Age of acquisition effects or effects of bilingualism in second language ultimate attainment? Age of acquisition effects or effects of bilingualism in second language ultimate attainment? 1 A01 01 JB code 174185501 Emanuel Bylund Bylund, Emanuel Emanuel Bylund Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/174185501 2 A01 01 JB code 493185502 Kenneth Hyltenstam Hyltenstam, Kenneth Kenneth Hyltenstam Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/493185502 3 A01 01 JB code 532185503 Niclas Abrahamsson Abrahamsson, Niclas Niclas Abrahamsson Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/532185503 01 eng 30 00

One of the most robust findings in the field of SLA is the different rates of success with which children and adults achieve nativelike proficiency in a L2. Age-related differences have traditionally been explained in terms of the maturational state of the learner. Recently, however, a growing number of accounts hold that age effects in ultimate attainment are due to L1 entrenchment (e.g. Flege 1999; MacWhinney 2005; Ventureyra, Pallier & Yoo 2004). In this view, an increase in L1 proficiency leads to the progressive entrenchment of L1 representations, with the consequence that L2 acquisition becomes more difficult. Inherent in this interpretation is the assumption that the “less L1”, the less it will interfere with the L2. In this paper, we analyse the theoretical underpinnings of the “L1 entrenchment accounts”, and evaluate the existing evidence for and against such claims.

01 01 JB code lllt.35.00sec2 06 10.1075/lllt.35.00sec2 Section header 7 01 04 Part II. Aptitude constructs and measures Part II. Aptitude constructs and measures 01 eng 01 01 JB code lllt.35.04gra 06 10.1075/lllt.35.04gra 105 130 26 Article 8 01 04 Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test 1 A01 01 JB code 814185504 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/814185504 01 eng 30 00

The LLAMA Language Aptitude Tests (Meara 2005) are a set of exploratory tests designed to assess aptitude for second language (L2) learning. In its current or earlier version (i.e. the LLAMA or LAT), this battery of four subtests has been used in an increasing number of studies in the second language acquisition field. However, as indicated by Meara, it has not been extensively standardized. This chapter reports on the results of an exploratory validation study that assessed the reliability of the test and explored its underlying structure with a sample of 186 participants. The results showed that internal consistency and stability in time were acceptable. A series of exploratory factor analyses further suggested that the test is measuring two different aptitude dimensions.

01 01 JB code lllt.35.05kor 06 10.1075/lllt.35.05kor 131 152 22 Article 9 01 04 New conceptualizations of language aptitude in second language attainment New conceptualizations of language aptitude in second language attainment 1 A01 01 JB code 202185505 Judit Kormos Kormos, Judit Judit Kormos Lancaster University 07 https://benjamins.com/catalog/persons/202185505 01 eng 30 00

This chapter discusses the link between working memory, phonological short-term memory and language aptitude and describes how these cognitive abilities influence second language-learning processes. I provide a critical review of the definitions and constructs of aptitude and elaborate on how phonological short-term and working memory and components of language aptitude might influence processes of language learning, such as noticing, encoding in long-term memory, proceduralization and automatization, and aid second language processing and production. The chapter also considers the stability of cognitive variables in the course of language learning and presents evidence that certain components of language aptitude are prone to change with intensive exposure to second/third languages.

01 01 JB code lllt.35.06dou 06 10.1075/lllt.35.06dou 153 176 24 Article 10 01 04 Optimizing post-critical-period language learning Optimizing post-critical-period language learning 1 A01 01 JB code 312185506 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/312185506 01 eng 30 00

This chapter reports on a new language aptitude test, the High-level Language Aptitude Battery (Hi-LAB), whose development was motivated by the need for an aptitude measure for more advanced L2 speakers. Since many language learners begin as adults, critical-period constraints work against the desired outcome. All may not be lost, however, given that some individuals attain high-level, if not native, proficiency, despite a late start. We hypothesize that they possess language aptitude comprising inherent cognitive and perceptual abilities that compensate, at least in part, for the typical post-critical-period degradation in language-learning capacity. While tests currently in use were designed to predict early rate of learning in instructed settings, Hi-LAB is conceptualized to predict successful ultimate attainment. Aptitude is a measurable ceiling on language learning, holding equal all other factors. We discuss constructs and measures, reliability and validity evidence, and uses of Hi-LAB for selecting learners for language training and in aptitude-by-treatment interaction studies.

01 01 JB code lllt.35.00sec3 06 10.1075/lllt.35.00sec3 Section header 11 01 04 Part III. Age, aptitude and ultimate attainment Part III. Age, aptitude and ultimate attainment 01 eng 01 01 JB code lllt.35.07gra 06 10.1075/lllt.35.07gra 179 204 26 Article 12 01 04 Reexamining the robustness of aptitude in second language acquisition Reexamining the robustness of aptitude in second language acquisition 1 A01 01 JB code 736185507 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/736185507 01 eng 30 00

Research on language aptitude has focused extensively on instructed second language (L2) learning and rate of L2 learning, but rarely on long-term L2 achievement in a naturalistic context. In addition, the few studies that have investigated the role of aptitude in morphosyntactic L2 attainment (e.g. Abrahamsson & Hyltenstam 2008; DeKeyser 2000; DeKeyser et al. 2010; Granena & Long 2013), have yielded mixed findings, in spite of having relied on the same type of outcome measure (i.e. a grammaticality judgment test; GJT). The aim of the present study was to investigate the relationship between aptitude and long-term L2 achievement as measured in two GJT modalities and sentence complexity conditions. Results showed an interaction between aptitude and GJT scores according to test modality in the L2-speaker group.

01 01 JB code lllt.35.08bol 06 10.1075/lllt.35.08bol 205 230 26 Article 13 01 04 Memory-based aptitude for nativelike selection Memory-based aptitude for nativelike selection 01 04 The role of phonological short-term memory The role of phonological short-term memory 1 A01 01 JB code 127185508 Cylcia Bolibaugh Bolibaugh, Cylcia Cylcia Bolibaugh St. Mary’s University College 07 https://benjamins.com/catalog/persons/127185508 2 A01 01 JB code 188185509 Pauline Foster Foster, Pauline Pauline Foster St. Mary’s University College 07 https://benjamins.com/catalog/persons/188185509 01 eng 30 00

Native speaker competence includes not only grammatical knowledge but also knowledge of communal and conventional word combinations, or nativelike selections. Although all speakers are idiomatic in their L1, very few, even in immersion contexts, are as successful in their L2. This chapter presents the results of a study investigating the receptive nativelike selection ability of adult onset L2 users with long residence in the target language community, and investigates the influence of exposure, phonological short term memory (pSTM) and disposition towards interaction. We suggest that L2 users do accrue information about conventional word combinations through exposure, and that individual differences in pSTM limit both rate of learning and ultimate attainment. Crucially, these influences depend both on the context of learning and age of onset of the learner.

01 01 JB code lllt.35.09for 06 10.1075/lllt.35.09for 231 256 26 Article 14 01 04 High-level proficiency in late L2 acquisition High-level proficiency in late L2 acquisition 01 04 Relationships between collocational production, language aptitude and personality Relationships between collocational production, language aptitude and personality 1 A01 01 JB code 626185510 Fanny Forsberg Lundell Lundell, Fanny Forsberg Fanny Forsberg Lundell Stockholm University 07 https://benjamins.com/catalog/persons/626185510 2 A01 01 JB code 202185511 Maria Sandgren Sandgren, Maria Maria Sandgren Södertörn University 07 https://benjamins.com/catalog/persons/202185511 01 eng 30 00

The aim of the present exploratory study was twofold. The first was to investigate how indicators of high-level proficiency (collocations and grammaticality judgment) related to aptitude in late French L2 learners. Results showed a significant positive correlation between collocations and performance on the LLAMA D (Meara 2005). The second question concerned how personality relates to indicators of high-level L2 proficiency (collocations and grammaticality judgment). Two personality dimensions in the Multicultural Personality Questionnaire (Van der Zee & van Oudenhoven 2000) were significantly and positively correlated with scores for collocations and the LLAMA D. The preliminary findings suggest that collocations are a valid measure for high-level L2 proficiency and that it is necessary to consider both personality and social-psychological factors when predicting successful L2 learning.

01 01 JB code lllt.35.00sec4 06 10.1075/lllt.35.00sec4 Section header 15 01 04 Part IV. Implications for educational policy and language teaching Part IV. Implications for educational policy and language teaching 01 eng 01 01 JB code lllt.35.10lon 06 10.1075/lllt.35.10lon 259 272 14 Article 16 01 04 Some implications of research findings on sensitive periods in language learning for educational policy and practice Some implications of research findings on sensitive periods in language learning for educational policy and practice 1 A01 01 JB code 394185512 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/394185512 01 eng 30 00

Opinions differ as to the implications of research findings on sensitive periods in language learning – and more generally, on age effects – for educational policy and practice. This is true even among those convinced of relationships among age of beginning a foreign language, rate of development, and long-term attainment. It is argued that policy recommendations need to be determined with clear reference to the general educational context, including the importance of foreign language abilities in the society, and for the individuals, concerned. Early and more recent research findings are then reviewed, and proposals made for future work on the issues.

01 01 JB code lllt.35.11vat 06 10.1075/lllt.35.11vat 273 292 20 Article 17 01 04 Aptitude-treatment interaction studies in second language acquisition Aptitude-treatment interaction studies in second language acquisition 01 04 Findings and methodology Findings and methodology 1 A01 01 JB code 658185513 Karen Vatz Vatz, Karen Karen Vatz University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/658185513 2 A01 01 JB code 966185514 Medha Tare Tare, Medha Medha Tare University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/966185514 3 A01 01 JB code 59185515 Scott R. Jackson Jackson, Scott R. Scott R. Jackson University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/59185515 4 A01 01 JB code 357185516 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/357185516 01 eng 30 00

Research in second language acquisition has long posited that learners’ individual differences affect ultimate attainment. This chapter reviews studies that examine how learners with differing cognitive aptitudes respond to instructional treatments. Most of these studies showed significant aptitude-by-treatment interactions (ATI), which suggest that the effectiveness of a particular type of instruction depends on stable, cognitive abilities, such as language analysis or working memory. From our review of this literature, we conclude that, although some interactions have been shown, there is still limited work using a rigorous ATI matched/mis-matched design. We therefore assess the strengths and weaknesses of existing ATI studies, as well as their practical implications, as it is our hope that future research will incorporate the necessary design elements to probe how tailoring instruction to individual cognitive aptitudes affects second language learning.

01 01 JB code lllt.35.12sub 06 10.1075/lllt.35.12sub 293 296 4 Article 18 01 04 Subject index Subject index 01 eng
01 JB code JBENJAMINS John Benjamins Publishing Company 01 01 JB code JB John Benjamins Publishing Company 01 https://benjamins.com 02 https://benjamins.com/catalog/lllt.35 Amsterdam NL 00 John Benjamins Publishing Company Marketing Department / Karin Plijnaar, Pieter Lamers onix@benjamins.nl 04 01 00 20130522 C 2013 John Benjamins Publishing Company D 2013 John Benjamins Publishing Company 02 WORLD WORLD US CA MX 09 01 JB 1 John Benjamins Publishing Company +31 20 6304747 +31 20 6739773 bookorder@benjamins.nl 01 https://benjamins.com 21 285 30 01 00 Unqualified price 02 JB 1 02 36.00 EUR 02 00 Unqualified price 02 30.00 01 Z 0 GBP GB US CA MX 01 01 JB 2 John Benjamins Publishing Company +1 800 562-5666 +1 703 661-1501 benjamins@presswarehouse.com 01 https://benjamins.com 21 285 30 01 00 Unqualified price 02 JB 1 02 54.00 USD
837010371 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 35 Hb 15 9789027213112 06 10.1075/lllt.35 13 2013000301 00 BB 08 720 gr 10 01 JB code LL&LT 02 1569-9471 02 35.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 01 01 Sensitive periods, language aptitude, and ultimate L2 attainment Sensitive periods, language aptitude, and ultimate L2 attainment 1 B01 01 JB code 610154907 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/610154907 2 B01 01 JB code 168154908 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/168154908 01 eng 11 311 03 03 xv 03 00 295 03 01 23 401/.93 03 2013 P118.2 04 Second language acquisition. 04 Language awareness. 04 Communicative competence in children. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 01 06 02 00 Provides studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, and aptitude-treatment interactions. 03 00 Research on second language acquisition (SLA) has identified language aptitude and age of onset (AO), i.e., the age at which learners are first meaningfully exposed to the L2, as robust predictors of rate of classroom language learning and level of ultimate L2 attainment in naturalistic settings, respectively. It is not surprising, therefore, that recent years have witnessed a surge of interest in the combination of age and aptitude as a powerful explanatory factor in SLA, and central to a viable SLA theory. The chapters in this volume provide new studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, aptitude-treatment interactions, and the implications of the research findings for language education policy and tailored language instruction. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.35.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213112.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213112.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.35.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.35.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.35.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.35.hb.png 01 01 JB code lllt.35.001loc 06 10.1075/lllt.35.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code lllt.35.002int 06 10.1075/lllt.35.002int ix xvi 8 Article 2 01 04 Introduction and overview Introduction and overview 1 A01 01 JB code 253185497 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/253185497 2 A01 01 JB code 288185498 Mike Long Long, Mike Mike Long 07 https://benjamins.com/catalog/persons/288185498 01 eng 01 01 JB code lllt.35.00sec1 06 10.1075/lllt.35.00sec1 Section header 3 01 04 Part I. Age differences and maturational constraints Part I. Age differences and maturational constraints 01 eng 01 01 JB code lllt.35.01lon 06 10.1075/lllt.35.01lon 3 42 40 Article 4 01 04 Maturational constraints on child and adult SLA Maturational constraints on child and adult SLA 1 A01 01 JB code 533185499 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/533185499 01 eng 30 00

Claims for a biologically based schedule for language learning were first advanced 50 years ago. 100+ studies later, debates continue as to the existence, scope and timing of one or more sensitive periods for SLA. At least eight reasons can be identified for the lack of consensus, several of which appear to be without basis. They are discussed, along with ten more positive developments over the past decade, including research into the possibility that the very few learners who achieve near-native L2 abilities do so because of superior language learning aptitude(s).

01 01 JB code lllt.35.02spa 06 10.1075/lllt.35.02spa 43 68 26 Article 5 01 04 Maturational constraints on lexical acquisition in a second language Maturational constraints on lexical acquisition in a second language 1 A01 01 JB code 3185500 Katherine Spadaro Spadaro, Katherine Katherine Spadaro @@affiliation 07 https://benjamins.com/catalog/persons/3185500 01 eng 30 00

This study investigates the possibility of a sensitive period for the acquisition of lexical and collocational knowledge in a second language. The participants were ten adult native speakers of English and 38 very advanced adult non-native speakers with a range of ages of onset of learning. They performed a battery of tests, comprising a standard word-association test, an oral production task, and a range of written lexical tasks (developed for this study) focusing on the use of core vocabulary and multi-word units. The results are taken to support the existence of a sensitive period for lexical acquisition in a second language, and the overall tendency to similarity in scores obtained by NNSs with AOs of 7–12 and 13+ appears to indicate that this sensitive period closes around the age of six.

01 01 JB code lllt.35.03byl 06 10.1075/lllt.35.03byl 69 102 34 Article 6 01 04 Age of acquisition effects or effects of bilingualism in second language ultimate attainment? Age of acquisition effects or effects of bilingualism in second language ultimate attainment? 1 A01 01 JB code 174185501 Emanuel Bylund Bylund, Emanuel Emanuel Bylund Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/174185501 2 A01 01 JB code 493185502 Kenneth Hyltenstam Hyltenstam, Kenneth Kenneth Hyltenstam Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/493185502 3 A01 01 JB code 532185503 Niclas Abrahamsson Abrahamsson, Niclas Niclas Abrahamsson Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/532185503 01 eng 30 00

One of the most robust findings in the field of SLA is the different rates of success with which children and adults achieve nativelike proficiency in a L2. Age-related differences have traditionally been explained in terms of the maturational state of the learner. Recently, however, a growing number of accounts hold that age effects in ultimate attainment are due to L1 entrenchment (e.g. Flege 1999; MacWhinney 2005; Ventureyra, Pallier & Yoo 2004). In this view, an increase in L1 proficiency leads to the progressive entrenchment of L1 representations, with the consequence that L2 acquisition becomes more difficult. Inherent in this interpretation is the assumption that the “less L1”, the less it will interfere with the L2. In this paper, we analyse the theoretical underpinnings of the “L1 entrenchment accounts”, and evaluate the existing evidence for and against such claims.

01 01 JB code lllt.35.00sec2 06 10.1075/lllt.35.00sec2 Section header 7 01 04 Part II. Aptitude constructs and measures Part II. Aptitude constructs and measures 01 eng 01 01 JB code lllt.35.04gra 06 10.1075/lllt.35.04gra 105 130 26 Article 8 01 04 Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test 1 A01 01 JB code 814185504 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/814185504 01 eng 30 00

The LLAMA Language Aptitude Tests (Meara 2005) are a set of exploratory tests designed to assess aptitude for second language (L2) learning. In its current or earlier version (i.e. the LLAMA or LAT), this battery of four subtests has been used in an increasing number of studies in the second language acquisition field. However, as indicated by Meara, it has not been extensively standardized. This chapter reports on the results of an exploratory validation study that assessed the reliability of the test and explored its underlying structure with a sample of 186 participants. The results showed that internal consistency and stability in time were acceptable. A series of exploratory factor analyses further suggested that the test is measuring two different aptitude dimensions.

01 01 JB code lllt.35.05kor 06 10.1075/lllt.35.05kor 131 152 22 Article 9 01 04 New conceptualizations of language aptitude in second language attainment New conceptualizations of language aptitude in second language attainment 1 A01 01 JB code 202185505 Judit Kormos Kormos, Judit Judit Kormos Lancaster University 07 https://benjamins.com/catalog/persons/202185505 01 eng 30 00

This chapter discusses the link between working memory, phonological short-term memory and language aptitude and describes how these cognitive abilities influence second language-learning processes. I provide a critical review of the definitions and constructs of aptitude and elaborate on how phonological short-term and working memory and components of language aptitude might influence processes of language learning, such as noticing, encoding in long-term memory, proceduralization and automatization, and aid second language processing and production. The chapter also considers the stability of cognitive variables in the course of language learning and presents evidence that certain components of language aptitude are prone to change with intensive exposure to second/third languages.

01 01 JB code lllt.35.06dou 06 10.1075/lllt.35.06dou 153 176 24 Article 10 01 04 Optimizing post-critical-period language learning Optimizing post-critical-period language learning 1 A01 01 JB code 312185506 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/312185506 01 eng 30 00

This chapter reports on a new language aptitude test, the High-level Language Aptitude Battery (Hi-LAB), whose development was motivated by the need for an aptitude measure for more advanced L2 speakers. Since many language learners begin as adults, critical-period constraints work against the desired outcome. All may not be lost, however, given that some individuals attain high-level, if not native, proficiency, despite a late start. We hypothesize that they possess language aptitude comprising inherent cognitive and perceptual abilities that compensate, at least in part, for the typical post-critical-period degradation in language-learning capacity. While tests currently in use were designed to predict early rate of learning in instructed settings, Hi-LAB is conceptualized to predict successful ultimate attainment. Aptitude is a measurable ceiling on language learning, holding equal all other factors. We discuss constructs and measures, reliability and validity evidence, and uses of Hi-LAB for selecting learners for language training and in aptitude-by-treatment interaction studies.

01 01 JB code lllt.35.00sec3 06 10.1075/lllt.35.00sec3 Section header 11 01 04 Part III. Age, aptitude and ultimate attainment Part III. Age, aptitude and ultimate attainment 01 eng 01 01 JB code lllt.35.07gra 06 10.1075/lllt.35.07gra 179 204 26 Article 12 01 04 Reexamining the robustness of aptitude in second language acquisition Reexamining the robustness of aptitude in second language acquisition 1 A01 01 JB code 736185507 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/736185507 01 eng 30 00

Research on language aptitude has focused extensively on instructed second language (L2) learning and rate of L2 learning, but rarely on long-term L2 achievement in a naturalistic context. In addition, the few studies that have investigated the role of aptitude in morphosyntactic L2 attainment (e.g. Abrahamsson & Hyltenstam 2008; DeKeyser 2000; DeKeyser et al. 2010; Granena & Long 2013), have yielded mixed findings, in spite of having relied on the same type of outcome measure (i.e. a grammaticality judgment test; GJT). The aim of the present study was to investigate the relationship between aptitude and long-term L2 achievement as measured in two GJT modalities and sentence complexity conditions. Results showed an interaction between aptitude and GJT scores according to test modality in the L2-speaker group.

01 01 JB code lllt.35.08bol 06 10.1075/lllt.35.08bol 205 230 26 Article 13 01 04 Memory-based aptitude for nativelike selection Memory-based aptitude for nativelike selection 01 04 The role of phonological short-term memory The role of phonological short-term memory 1 A01 01 JB code 127185508 Cylcia Bolibaugh Bolibaugh, Cylcia Cylcia Bolibaugh St. Mary’s University College 07 https://benjamins.com/catalog/persons/127185508 2 A01 01 JB code 188185509 Pauline Foster Foster, Pauline Pauline Foster St. Mary’s University College 07 https://benjamins.com/catalog/persons/188185509 01 eng 30 00

Native speaker competence includes not only grammatical knowledge but also knowledge of communal and conventional word combinations, or nativelike selections. Although all speakers are idiomatic in their L1, very few, even in immersion contexts, are as successful in their L2. This chapter presents the results of a study investigating the receptive nativelike selection ability of adult onset L2 users with long residence in the target language community, and investigates the influence of exposure, phonological short term memory (pSTM) and disposition towards interaction. We suggest that L2 users do accrue information about conventional word combinations through exposure, and that individual differences in pSTM limit both rate of learning and ultimate attainment. Crucially, these influences depend both on the context of learning and age of onset of the learner.

01 01 JB code lllt.35.09for 06 10.1075/lllt.35.09for 231 256 26 Article 14 01 04 High-level proficiency in late L2 acquisition High-level proficiency in late L2 acquisition 01 04 Relationships between collocational production, language aptitude and personality Relationships between collocational production, language aptitude and personality 1 A01 01 JB code 626185510 Fanny Forsberg Lundell Lundell, Fanny Forsberg Fanny Forsberg Lundell Stockholm University 07 https://benjamins.com/catalog/persons/626185510 2 A01 01 JB code 202185511 Maria Sandgren Sandgren, Maria Maria Sandgren Södertörn University 07 https://benjamins.com/catalog/persons/202185511 01 eng 30 00

The aim of the present exploratory study was twofold. The first was to investigate how indicators of high-level proficiency (collocations and grammaticality judgment) related to aptitude in late French L2 learners. Results showed a significant positive correlation between collocations and performance on the LLAMA D (Meara 2005). The second question concerned how personality relates to indicators of high-level L2 proficiency (collocations and grammaticality judgment). Two personality dimensions in the Multicultural Personality Questionnaire (Van der Zee & van Oudenhoven 2000) were significantly and positively correlated with scores for collocations and the LLAMA D. The preliminary findings suggest that collocations are a valid measure for high-level L2 proficiency and that it is necessary to consider both personality and social-psychological factors when predicting successful L2 learning.

01 01 JB code lllt.35.00sec4 06 10.1075/lllt.35.00sec4 Section header 15 01 04 Part IV. Implications for educational policy and language teaching Part IV. Implications for educational policy and language teaching 01 eng 01 01 JB code lllt.35.10lon 06 10.1075/lllt.35.10lon 259 272 14 Article 16 01 04 Some implications of research findings on sensitive periods in language learning for educational policy and practice Some implications of research findings on sensitive periods in language learning for educational policy and practice 1 A01 01 JB code 394185512 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/394185512 01 eng 30 00

Opinions differ as to the implications of research findings on sensitive periods in language learning – and more generally, on age effects – for educational policy and practice. This is true even among those convinced of relationships among age of beginning a foreign language, rate of development, and long-term attainment. It is argued that policy recommendations need to be determined with clear reference to the general educational context, including the importance of foreign language abilities in the society, and for the individuals, concerned. Early and more recent research findings are then reviewed, and proposals made for future work on the issues.

01 01 JB code lllt.35.11vat 06 10.1075/lllt.35.11vat 273 292 20 Article 17 01 04 Aptitude-treatment interaction studies in second language acquisition Aptitude-treatment interaction studies in second language acquisition 01 04 Findings and methodology Findings and methodology 1 A01 01 JB code 658185513 Karen Vatz Vatz, Karen Karen Vatz University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/658185513 2 A01 01 JB code 966185514 Medha Tare Tare, Medha Medha Tare University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/966185514 3 A01 01 JB code 59185515 Scott R. Jackson Jackson, Scott R. Scott R. Jackson University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/59185515 4 A01 01 JB code 357185516 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/357185516 01 eng 30 00

Research in second language acquisition has long posited that learners’ individual differences affect ultimate attainment. This chapter reviews studies that examine how learners with differing cognitive aptitudes respond to instructional treatments. Most of these studies showed significant aptitude-by-treatment interactions (ATI), which suggest that the effectiveness of a particular type of instruction depends on stable, cognitive abilities, such as language analysis or working memory. From our review of this literature, we conclude that, although some interactions have been shown, there is still limited work using a rigorous ATI matched/mis-matched design. We therefore assess the strengths and weaknesses of existing ATI studies, as well as their practical implications, as it is our hope that future research will incorporate the necessary design elements to probe how tailoring instruction to individual cognitive aptitudes affects second language learning.

01 01 JB code lllt.35.12sub 06 10.1075/lllt.35.12sub 293 296 4 Article 18 01 04 Subject index Subject index 01 eng
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856010372 03 01 01 JB code JB John Benjamins Publishing Company 01 JB code LL&LT 35 Eb 15 9789027272065 06 10.1075/lllt.35 00 EA E107 10 01 JB code LL&LT 02 1569-9471 02 35.00 01 02 Language Learning & Language Teaching Language Learning & Language Teaching 11 01 JB code jbe-all 01 02 Full EBA collection (ca. 4,200 titles) 11 01 JB code jbe-2015-all 01 02 Complete backlist (3,208 titles, 1967–2015) 05 02 Complete backlist (1967–2015) 11 01 JB code jbe-2015-lllt 01 02 Language Learning & Language Teaching (vols. 1–44, 2002–2015) 05 02 LL&LT (vols. 1–44, 2002–2015) 11 01 JB code jbe-2015-linguistics 01 02 Subject collection: Linguistics (2,773 titles, 1967–2015) 05 02 Linguistics (1967–2015) 11 01 JB code jbe-2015-psychology 01 02 Subject collection: Psychology (246 titles, 1978–2015) 05 02 Psychology (1978–2015) 01 01 Sensitive periods, language aptitude, and ultimate L2 attainment Sensitive periods, language aptitude, and ultimate L2 attainment 1 B01 01 JB code 610154907 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/610154907 2 B01 01 JB code 168154908 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/168154908 01 eng 11 311 03 03 xv 03 00 295 03 01 23 401/.93 03 2013 P118.2 04 Second language acquisition. 04 Language awareness. 04 Communicative competence in children. 10 LAN009000 12 CFDC 24 JB code LIN.APPL Applied linguistics 24 JB code LIN.COGN Cognition and language 24 JB code LIN.LA Language acquisition 24 JB code LIN.PSYLIN Psycholinguistics 01 06 02 00 Provides studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, and aptitude-treatment interactions. 03 00 Research on second language acquisition (SLA) has identified language aptitude and age of onset (AO), i.e., the age at which learners are first meaningfully exposed to the L2, as robust predictors of rate of classroom language learning and level of ultimate L2 attainment in naturalistic settings, respectively. It is not surprising, therefore, that recent years have witnessed a surge of interest in the combination of age and aptitude as a powerful explanatory factor in SLA, and central to a viable SLA theory. The chapters in this volume provide new studies and reviews of research findings on age effects, bilingualism effects, maturational constraints and sensitive periods in SLA, the sub-components of language aptitude and the development of new aptitude measures, the influence of AO and aptitude in combination on SLA, aptitude-treatment interactions, and the implications of the research findings for language education policy and tailored language instruction. 01 00 03 01 01 D503 https://benjamins.com/covers/475/lllt.35.png 01 01 D502 https://benjamins.com/covers/475_jpg/9789027213112.jpg 01 01 D504 https://benjamins.com/covers/475_tif/9789027213112.tif 01 01 D503 https://benjamins.com/covers/1200_front/lllt.35.hb.png 01 01 D503 https://benjamins.com/covers/125/lllt.35.png 02 00 03 01 01 D503 https://benjamins.com/covers/1200_back/lllt.35.hb.png 03 00 03 01 01 D503 https://benjamins.com/covers/3d_web/lllt.35.hb.png 01 01 JB code lllt.35.001loc 06 10.1075/lllt.35.001loc vii viii 2 Article 1 01 04 List of contributors List of contributors 01 eng 01 01 JB code lllt.35.002int 06 10.1075/lllt.35.002int ix xvi 8 Article 2 01 04 Introduction and overview Introduction and overview 1 A01 01 JB code 253185497 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/253185497 2 A01 01 JB code 288185498 Mike Long Long, Mike Mike Long 07 https://benjamins.com/catalog/persons/288185498 01 eng 01 01 JB code lllt.35.00sec1 06 10.1075/lllt.35.00sec1 Section header 3 01 04 Part I. Age differences and maturational constraints Part I. Age differences and maturational constraints 01 eng 01 01 JB code lllt.35.01lon 06 10.1075/lllt.35.01lon 3 42 40 Article 4 01 04 Maturational constraints on child and adult SLA Maturational constraints on child and adult SLA 1 A01 01 JB code 533185499 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/533185499 01 eng 30 00

Claims for a biologically based schedule for language learning were first advanced 50 years ago. 100+ studies later, debates continue as to the existence, scope and timing of one or more sensitive periods for SLA. At least eight reasons can be identified for the lack of consensus, several of which appear to be without basis. They are discussed, along with ten more positive developments over the past decade, including research into the possibility that the very few learners who achieve near-native L2 abilities do so because of superior language learning aptitude(s).

01 01 JB code lllt.35.02spa 06 10.1075/lllt.35.02spa 43 68 26 Article 5 01 04 Maturational constraints on lexical acquisition in a second language Maturational constraints on lexical acquisition in a second language 1 A01 01 JB code 3185500 Katherine Spadaro Spadaro, Katherine Katherine Spadaro @@affiliation 07 https://benjamins.com/catalog/persons/3185500 01 eng 30 00

This study investigates the possibility of a sensitive period for the acquisition of lexical and collocational knowledge in a second language. The participants were ten adult native speakers of English and 38 very advanced adult non-native speakers with a range of ages of onset of learning. They performed a battery of tests, comprising a standard word-association test, an oral production task, and a range of written lexical tasks (developed for this study) focusing on the use of core vocabulary and multi-word units. The results are taken to support the existence of a sensitive period for lexical acquisition in a second language, and the overall tendency to similarity in scores obtained by NNSs with AOs of 7–12 and 13+ appears to indicate that this sensitive period closes around the age of six.

01 01 JB code lllt.35.03byl 06 10.1075/lllt.35.03byl 69 102 34 Article 6 01 04 Age of acquisition effects or effects of bilingualism in second language ultimate attainment? Age of acquisition effects or effects of bilingualism in second language ultimate attainment? 1 A01 01 JB code 174185501 Emanuel Bylund Bylund, Emanuel Emanuel Bylund Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/174185501 2 A01 01 JB code 493185502 Kenneth Hyltenstam Hyltenstam, Kenneth Kenneth Hyltenstam Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/493185502 3 A01 01 JB code 532185503 Niclas Abrahamsson Abrahamsson, Niclas Niclas Abrahamsson Centre for Research on Bilingualism, Stockholm University 07 https://benjamins.com/catalog/persons/532185503 01 eng 30 00

One of the most robust findings in the field of SLA is the different rates of success with which children and adults achieve nativelike proficiency in a L2. Age-related differences have traditionally been explained in terms of the maturational state of the learner. Recently, however, a growing number of accounts hold that age effects in ultimate attainment are due to L1 entrenchment (e.g. Flege 1999; MacWhinney 2005; Ventureyra, Pallier & Yoo 2004). In this view, an increase in L1 proficiency leads to the progressive entrenchment of L1 representations, with the consequence that L2 acquisition becomes more difficult. Inherent in this interpretation is the assumption that the “less L1”, the less it will interfere with the L2. In this paper, we analyse the theoretical underpinnings of the “L1 entrenchment accounts”, and evaluate the existing evidence for and against such claims.

01 01 JB code lllt.35.00sec2 06 10.1075/lllt.35.00sec2 Section header 7 01 04 Part II. Aptitude constructs and measures Part II. Aptitude constructs and measures 01 eng 01 01 JB code lllt.35.04gra 06 10.1075/lllt.35.04gra 105 130 26 Article 8 01 04 Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test 1 A01 01 JB code 814185504 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/814185504 01 eng 30 00

The LLAMA Language Aptitude Tests (Meara 2005) are a set of exploratory tests designed to assess aptitude for second language (L2) learning. In its current or earlier version (i.e. the LLAMA or LAT), this battery of four subtests has been used in an increasing number of studies in the second language acquisition field. However, as indicated by Meara, it has not been extensively standardized. This chapter reports on the results of an exploratory validation study that assessed the reliability of the test and explored its underlying structure with a sample of 186 participants. The results showed that internal consistency and stability in time were acceptable. A series of exploratory factor analyses further suggested that the test is measuring two different aptitude dimensions.

01 01 JB code lllt.35.05kor 06 10.1075/lllt.35.05kor 131 152 22 Article 9 01 04 New conceptualizations of language aptitude in second language attainment New conceptualizations of language aptitude in second language attainment 1 A01 01 JB code 202185505 Judit Kormos Kormos, Judit Judit Kormos Lancaster University 07 https://benjamins.com/catalog/persons/202185505 01 eng 30 00

This chapter discusses the link between working memory, phonological short-term memory and language aptitude and describes how these cognitive abilities influence second language-learning processes. I provide a critical review of the definitions and constructs of aptitude and elaborate on how phonological short-term and working memory and components of language aptitude might influence processes of language learning, such as noticing, encoding in long-term memory, proceduralization and automatization, and aid second language processing and production. The chapter also considers the stability of cognitive variables in the course of language learning and presents evidence that certain components of language aptitude are prone to change with intensive exposure to second/third languages.

01 01 JB code lllt.35.06dou 06 10.1075/lllt.35.06dou 153 176 24 Article 10 01 04 Optimizing post-critical-period language learning Optimizing post-critical-period language learning 1 A01 01 JB code 312185506 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/312185506 01 eng 30 00

This chapter reports on a new language aptitude test, the High-level Language Aptitude Battery (Hi-LAB), whose development was motivated by the need for an aptitude measure for more advanced L2 speakers. Since many language learners begin as adults, critical-period constraints work against the desired outcome. All may not be lost, however, given that some individuals attain high-level, if not native, proficiency, despite a late start. We hypothesize that they possess language aptitude comprising inherent cognitive and perceptual abilities that compensate, at least in part, for the typical post-critical-period degradation in language-learning capacity. While tests currently in use were designed to predict early rate of learning in instructed settings, Hi-LAB is conceptualized to predict successful ultimate attainment. Aptitude is a measurable ceiling on language learning, holding equal all other factors. We discuss constructs and measures, reliability and validity evidence, and uses of Hi-LAB for selecting learners for language training and in aptitude-by-treatment interaction studies.

01 01 JB code lllt.35.00sec3 06 10.1075/lllt.35.00sec3 Section header 11 01 04 Part III. Age, aptitude and ultimate attainment Part III. Age, aptitude and ultimate attainment 01 eng 01 01 JB code lllt.35.07gra 06 10.1075/lllt.35.07gra 179 204 26 Article 12 01 04 Reexamining the robustness of aptitude in second language acquisition Reexamining the robustness of aptitude in second language acquisition 1 A01 01 JB code 736185507 Gisela Granena Granena, Gisela Gisela Granena University of Maryland 07 https://benjamins.com/catalog/persons/736185507 01 eng 30 00

Research on language aptitude has focused extensively on instructed second language (L2) learning and rate of L2 learning, but rarely on long-term L2 achievement in a naturalistic context. In addition, the few studies that have investigated the role of aptitude in morphosyntactic L2 attainment (e.g. Abrahamsson & Hyltenstam 2008; DeKeyser 2000; DeKeyser et al. 2010; Granena & Long 2013), have yielded mixed findings, in spite of having relied on the same type of outcome measure (i.e. a grammaticality judgment test; GJT). The aim of the present study was to investigate the relationship between aptitude and long-term L2 achievement as measured in two GJT modalities and sentence complexity conditions. Results showed an interaction between aptitude and GJT scores according to test modality in the L2-speaker group.

01 01 JB code lllt.35.08bol 06 10.1075/lllt.35.08bol 205 230 26 Article 13 01 04 Memory-based aptitude for nativelike selection Memory-based aptitude for nativelike selection 01 04 The role of phonological short-term memory The role of phonological short-term memory 1 A01 01 JB code 127185508 Cylcia Bolibaugh Bolibaugh, Cylcia Cylcia Bolibaugh St. Mary’s University College 07 https://benjamins.com/catalog/persons/127185508 2 A01 01 JB code 188185509 Pauline Foster Foster, Pauline Pauline Foster St. Mary’s University College 07 https://benjamins.com/catalog/persons/188185509 01 eng 30 00

Native speaker competence includes not only grammatical knowledge but also knowledge of communal and conventional word combinations, or nativelike selections. Although all speakers are idiomatic in their L1, very few, even in immersion contexts, are as successful in their L2. This chapter presents the results of a study investigating the receptive nativelike selection ability of adult onset L2 users with long residence in the target language community, and investigates the influence of exposure, phonological short term memory (pSTM) and disposition towards interaction. We suggest that L2 users do accrue information about conventional word combinations through exposure, and that individual differences in pSTM limit both rate of learning and ultimate attainment. Crucially, these influences depend both on the context of learning and age of onset of the learner.

01 01 JB code lllt.35.09for 06 10.1075/lllt.35.09for 231 256 26 Article 14 01 04 High-level proficiency in late L2 acquisition High-level proficiency in late L2 acquisition 01 04 Relationships between collocational production, language aptitude and personality Relationships between collocational production, language aptitude and personality 1 A01 01 JB code 626185510 Fanny Forsberg Lundell Lundell, Fanny Forsberg Fanny Forsberg Lundell Stockholm University 07 https://benjamins.com/catalog/persons/626185510 2 A01 01 JB code 202185511 Maria Sandgren Sandgren, Maria Maria Sandgren Södertörn University 07 https://benjamins.com/catalog/persons/202185511 01 eng 30 00

The aim of the present exploratory study was twofold. The first was to investigate how indicators of high-level proficiency (collocations and grammaticality judgment) related to aptitude in late French L2 learners. Results showed a significant positive correlation between collocations and performance on the LLAMA D (Meara 2005). The second question concerned how personality relates to indicators of high-level L2 proficiency (collocations and grammaticality judgment). Two personality dimensions in the Multicultural Personality Questionnaire (Van der Zee & van Oudenhoven 2000) were significantly and positively correlated with scores for collocations and the LLAMA D. The preliminary findings suggest that collocations are a valid measure for high-level L2 proficiency and that it is necessary to consider both personality and social-psychological factors when predicting successful L2 learning.

01 01 JB code lllt.35.00sec4 06 10.1075/lllt.35.00sec4 Section header 15 01 04 Part IV. Implications for educational policy and language teaching Part IV. Implications for educational policy and language teaching 01 eng 01 01 JB code lllt.35.10lon 06 10.1075/lllt.35.10lon 259 272 14 Article 16 01 04 Some implications of research findings on sensitive periods in language learning for educational policy and practice Some implications of research findings on sensitive periods in language learning for educational policy and practice 1 A01 01 JB code 394185512 Mike Long Long, Mike Mike Long University of Maryland 07 https://benjamins.com/catalog/persons/394185512 01 eng 30 00

Opinions differ as to the implications of research findings on sensitive periods in language learning – and more generally, on age effects – for educational policy and practice. This is true even among those convinced of relationships among age of beginning a foreign language, rate of development, and long-term attainment. It is argued that policy recommendations need to be determined with clear reference to the general educational context, including the importance of foreign language abilities in the society, and for the individuals, concerned. Early and more recent research findings are then reviewed, and proposals made for future work on the issues.

01 01 JB code lllt.35.11vat 06 10.1075/lllt.35.11vat 273 292 20 Article 17 01 04 Aptitude-treatment interaction studies in second language acquisition Aptitude-treatment interaction studies in second language acquisition 01 04 Findings and methodology Findings and methodology 1 A01 01 JB code 658185513 Karen Vatz Vatz, Karen Karen Vatz University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/658185513 2 A01 01 JB code 966185514 Medha Tare Tare, Medha Medha Tare University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/966185514 3 A01 01 JB code 59185515 Scott R. Jackson Jackson, Scott R. Scott R. Jackson University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/59185515 4 A01 01 JB code 357185516 Catherine J. Doughty Doughty, Catherine J. Catherine J. Doughty University of Maryland Center for Advanced Study of Language 07 https://benjamins.com/catalog/persons/357185516 01 eng 30 00

Research in second language acquisition has long posited that learners’ individual differences affect ultimate attainment. This chapter reviews studies that examine how learners with differing cognitive aptitudes respond to instructional treatments. Most of these studies showed significant aptitude-by-treatment interactions (ATI), which suggest that the effectiveness of a particular type of instruction depends on stable, cognitive abilities, such as language analysis or working memory. From our review of this literature, we conclude that, although some interactions have been shown, there is still limited work using a rigorous ATI matched/mis-matched design. We therefore assess the strengths and weaknesses of existing ATI studies, as well as their practical implications, as it is our hope that future research will incorporate the necessary design elements to probe how tailoring instruction to individual cognitive aptitudes affects second language learning.

01 01 JB code lllt.35.12sub 06 10.1075/lllt.35.12sub 293 296 4 Article 18 01 04 Subject index Subject index 01 eng
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