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.
Yucel Yilmaz
List of John Benjamins publications for which Yucel Yilmaz plays a role.
Title
Subjects Cognition and language | Language acquisition | Multilingualism | Psycholinguistics | Theoretical linguistics
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. 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
2019. The interaction between inhibitory control and corrective feedback timing. Technology-mediated feedback and instruction, Nassaji, Hossein and Eva Kartchava (eds.), pp. 204–227
This article reports a study investigating the role of inhibitory control in the acquisition of Spanish noun-adjective gender agreement under different feedback timing conditions. Forty-three Spanish learners completed a communicative task through synchronous computer-mediated communication. The… read more | Article
2017. Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions. Expanding Individual Difference Research in the Interaction Approach: Investigating learners, instructors, and other interlocutors, Gurzynski-Weiss, Laura (ed.), pp. 71–97
This chapter describes an empirical study that investigated the role of language analytic ability (LAA) in the effectiveness of feedback under two timing conditions, and whether the timing conditions were differentially effective after controlling for LAA. Forty-five Spanish learners were randomly… 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 interaction between feedback exposure condition and phonetic coding ability. Cognitive Individual Differences in Second Language Processing and Acquisition, Granena, Gisela, Daniel O. Jackson and Yucel Yilmaz (eds.), pp. 303–326
This chapter reports on an empirical study that investigated feedback-cognitive ability interactions in three oral negative feedback exposure conditions. In the first condition, learners (i.e. receivers) received feedback on their own errors. In the second condition, learners (i.e. nonreceivers)… 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