000 04152nam a2200517 a 4500
999 _c912
_d912
001 01-0653895
003 CaOEAGC
005 20190513151537.0
008 020603s2002 ne b 001 0 eng
010 _a 2002074622
020 _a9027216940 (pbk)
020 _a1588112314 (pbk)
022 _a1569-9471
035 _a(CaOEAGC)63869679
040 _aDLC
_beng
_cJCRC
090 _aP 53.446 I39 2002
245 0 0 _aIndividual Differences and Instructed Language Learning /
_cedited by Peter Robinson.
250 _a1st ed.
260 _aPhiladelphia, PA :
_bJohn Benjamins Publishing Company,
_c2002.
300 _axi, 385 p. ;
_bill. :
_c22 cm.
440 _aLanguage Learning and Language Teaching
_x1569-9471
500 _aVolume 2 of the Language Learning and Language Teaching series.
504 _aIncludes bibliographical references and index.
505 _a"Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA."(Publisher's Website)
505 _aTABLE OF CONTENTS:
505 _a1. Introduction: Researching individual differences and instructed learning /
_rPeter Robinson
505 _aSection I Theoretical Issues
505 _a2. The theory of successful intelligence and its implications for language aptitude testing /
_rRobert J. Sternberg
505 _a3. Motivation, anxiety and emotion in second language acquisition /
_r Peter D. MacIntyre
505 _a4. Theorising and updating aptitude /
_rPeter Skehan
505 _a5. Foreign language acquisition and language-based learning disabilities /
_rElena L. Grigorenko
505 _a6. Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy /
_rPeter Robinson
505 _aSection II Empirical Studies
505 _aClassroom studies
505 _a7. The motivational basis of language learning tasks /
_rZoltan Dornyei
505 _a8. The role of learners' language analytic ability in the communicative classroom /
_rLeila Ranta
505 _aExperimental studies
505 _a9. Individual differences in working memory, noticing of interactional feedback and L2 development /
_rAlison Mackey, Jenefer Philp, Takako Egi, Akiko Fujii, and Tomoaki Tatsumi
505 _a10. Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfield and Hernstadt (1991) /
_rPeter Robinson
505 _aInstructed versus naturalistic exposure studies
505 _a11. Aptitude-exposure interaction effects on Wh-movement violation detection by pre-and-post-critical period Japanese bilinguals /
_rSteven Ross, Naoko Yoshinaga, and Miyuki Sasaki
505 _a12. Age, aptitude and second language learning on a bilingual exchange /
_rBirgit Harley and Doug Hart
505 _a References
505 _aIndex
520 3 _a"Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA."(Publisher's Website)
520 2 _aTABLE OF CONTENTS: 1. Introduction: Researching individual differences and instructed learning / Peter Robinson Section I Theoretical Issues 2. The theory of successful intelligence and its implications for language aptitude testing / Robert J. Sternberg 3. Motivation, anxiety and emotion in second language acquisition / Peter D. MacIntyre 4. Theorising and updating aptitude / Peter Skehan 5. Foreign language acquisition and language-based learning disabilities / Elena L. Grigorenko 6. Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy / Peter Robinson Section II Empirical Studies Classroom studies 7. The motivational basis of language learning tasks / Zoltan Dornyei 8. The role of learners' language analytic ability in the communicative classroom / Leila Ranta Experimental studies 9. Individual differences in working memory, noticing of interactional feedback and L2 development / Alison Mackey, Jenefer Philp, Takako Egi, Akiko Fujii, and Tomoaki Tatsumi 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 Instructed versus naturalistic exposure studies 11. Aptitude-exposure interaction effects on Wh-movement violation detection by pre-and-post-critical period Japanese bilinguals / Steven Ross, Naoko Yoshinaga, and Miyuki Sasaki 12. Age, aptitude and second language learning on a bilingual exchange / Birgit Harley and Doug Hart References Index
650 6 _aLanguages and Language
_xStudy and Teaching.
650 6 _aIndividual differences.
700 1 _aRobinson, Peter,
_d1956-
856 _uhttps://benjamins.com/#catalog/books/lllt.2/main
_zPublisher's Website.
942 _2z
_cBK