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Language Aptitude: Advancing Theory, Testing, Research and Practice
brings together cutting-edge global perspectives on foreign
language aptitude. Drawing from educational psychology, cognitive
science, and neuroscience, the editors have assembled
interdisciplinary authors writing for an applied linguistics and
education audience. The book is broken into five major themes:
revisiting and updating current language aptitude theories and
models; emerging insights from contemporary research into language
aptitude and the age factor or the critical period hypothesis;
redefining constructs and broadening territories of foreign
language aptitude; exploring language aptitude from a
neurocognitive perspective; and exploring future directions of
foreign language aptitude research. Focused on critical issues in
foreign language aptitude and second language learning and
teaching, this book will be an important research resource and
supplemental reading in both applied linguistics and cognitive
psychology.
Language Aptitude: Advancing Theory, Testing, Research and Practice
brings together cutting-edge global perspectives on foreign
language aptitude. Drawing from educational psychology, cognitive
science, and neuroscience, the editors have assembled
interdisciplinary authors writing for an applied linguistics and
education audience. The book is broken into five major themes:
revisiting and updating current language aptitude theories and
models; emerging insights from contemporary research into language
aptitude and the age factor or the critical period hypothesis;
redefining constructs and broadening territories of foreign
language aptitude; exploring language aptitude from a
neurocognitive perspective; and exploring future directions of
foreign language aptitude research. Focused on critical issues in
foreign language aptitude and second language learning and
teaching, this book will be an important research resource and
supplemental reading in both applied linguistics and cognitive
psychology.
This book presents comprehensive, thorough and updated analyses of
key cognitive individual difference factors (e.g., age,
intelligence, language aptitude, working memory, metacognition,
learning strategies, and anxiety) as they relate to the
acquisition, processing, assessment, and pedagogy of second or
foreign languages. Critical reviews and in-depth research syntheses
of these pivotal cognitive learner factors are put into historical
and broader contexts, drawing upon the multiple authors' extensive
research experience, penetrating insights and unique perspectives
spanning applied linguistics, teacher training, educational
psychology, and cognitive science. The carefully crafted chapters
provide essential course readings and valuable references for
seasoned researchers and aspiring postgraduate students in the
broad fields of instructed second language acquisition, foreign
language training, teacher education, language pedagogy,
educational psychology, and cognitive development.
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