Cognitive Individual Differences in Second Language Processing and Acquisition
Edited by Gisela Granena, Daniel O. Jackson and Yucel Yilmaz
[Bilingual Processing and Acquisition, 3] 2016. vi, 353 pp.
Gisela Granena
List of John Benjamins publications for which Gisela Granena plays a role.
Titles
Subjects Cognition and language | Language acquisition | Multilingualism | Psycholinguistics | Theoretical linguistics
Sensitive periods, language aptitude, and ultimate L2 attainment
Edited by Gisela Granena and Mike Long
[Language Learning & Language Teaching, 35] 2013. xv, 295 pp.
Subjects Applied linguistics | Cognition and language | Language acquisition | Psycholinguistics
Articles
2022. Chapter 7. Immediate versus delayed oral negative feedback: A comparison of psycholinguistic advantages. Second Language Acquisition Theory: The legacy of Professor Michael H. Long, Benati, Alessandro G. and John W. Schwieter (eds.), pp. 127–142
Long’s Interaction Hypothesis (1981, 1983) provides a theoretical framework for understanding how interaction can contribute to second language (L2) acquisition. Specifically, negative feedback provided during interaction is viewed as a feature that can facilitate L2 development by drawing… read more | Chapter
2021. Chapter 20. Language aptitude and foreign accent in advanced L2 speakers of Spanish. Advancedness in Second Language Spanish: Definitions, challenges, and possibilities, Menke, Mandy R. and Paul A. Malovrh (eds.), pp. 469–488
This chapter reports on the results of a follow-up analysis of Granena and Long (2013), which found a significant relationship between language aptitude and pronunciation ratings on a read-aloud task in late L2 learners with ages of onset 16+. Granena and Long argued that the relationship could… read more | Chapter
2021. Phonological short-term memory capacity and L2 oral performance. Aptitude-Treatment Interaction in Second Language Learning, DeKeyser, Robert M. (ed.), pp. 153–171
phonological short-term memory (PSTM) capacity is the ability to retain verbal information briefly (Archibald & Gathercole, 2006). Since PSTM facilitates the storage of verbal material, one expects a positive relationship between PSTM and several aspects of second language (L2) learning. Some… read more | Chapter
2019. Phonological short-term memory capacity and L2 oral performance. Aptitude-treatment interaction in second language learning, DeKeyser, Robert M. (ed.), pp. 317–335
Phonological short-term memory (PSTM) capacity is the ability to retain verbal information briefly (Archibald & Gathercole, 2006). Since PSTM facilitates the storage of verbal material, one expects a positive relationship between PSTM and several aspects of second language (L2) learning. Some… read more | Article
2016. Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity. Cognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 185–204
Elicited imitation (EI) is an oral production task considered to be conducive to the retrieval of implicit second language (L2) knowledge (e.g. Bley-Vroman & Chaudron 1994; Chaudron, Prior, & Kozok 2005; Ellis 2005; Erlam 2006). This study aimed at contributing to testing the validity of EI as a… read more | Chapter
2016. Introduction. Cognitive individual differences in second language learning and processing. Cognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 1–14
In this introductory chapter, we first describe the rationale for this volume, linking cognitive individual differences (IDs) to previous research in second language acquisition (SLA), and other, related fields. Next, we present a definition of cognitive abilities and illustrate how differences… read more | Chapter
2016. The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions. Cognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 327–349
This study examined whether there is any relationship between second language (L2) learning outcomes under different negative feedback conditions and cognitive abilities for language learning that involve explicit cognitive processes (i.e. explicit language aptitude). The study followed a… read more | Chapter
2015. Implicit and explicit instruction in L2 learning: Norris & Ortega (2000) revisited and updated. Implicit and Explicit Learning of Languages, Rebuschat, Patrick (ed.), pp. 443–482
More than a decade has passed since Norris and Ortega’s (2000) seminal meta-analysis on the effectiveness of instruction in L2 learning. This line of research has matured for another research synthesis, which led to the present meta-analytic review. Thirty-four unique sample studies, in each of… read more | Article
2013. Reexamining the robustness of aptitude in second language acquisition. Sensitive periods, language aptitude, and ultimate L2 attainment, Granena, Gisela and Mike Long (eds.), pp. 179–204
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. read more | Article
2013. Cognitive aptitudes for second language learning and the LLAMA Language Aptitude Test. Sensitive periods, language aptitude, and ultimate L2 attainment, Granena, Gisela and Mike Long (eds.), pp. 105–130
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… read more | Article
2013. Introduction and overview. Sensitive periods, language aptitude, and ultimate L2 attainment, Granena, Gisela and Mike Long (eds.), pp. ix–xvi
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