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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.
This book traces and summarizes the author's theoretical insights
and empirical findings in the field of foreign language education.
The volume explores themes such as individual differences in L1
ability and their connection to L2 aptitude and L2 achievement, L2
anxiety as an affective or cognitive variable, and the relationship
between L1 and L2 reading. The book includes the author's
previously published works, presented together with newly written
commentaries on those topics, as well as commentaries on new
empirical work. It will be of interest to students and researchers
in SLA, educational practitioners and language policymakers.
The last few years have witnessed exponential growth in research
output within the field of language aptitude. With contributions
from an international team of leading experts, this volume provides
the most comprehensive, authoritative and up-to-date overview of
developments in language aptitude theory and practice. It addresses
central and newly emerging methodological and theoretical issues,
and revisits and re-examines the most popular language aptitude
tests, including the most durable and innovative batteries. It also
provides in-depth demonstrations of language aptitude research
paradigms, including well-established and emerging ones,
scrutinizing them from multidisciplinary perspectives. Aptitude
treatment interactions studies are reported and discussed, and
pedagogical implications are provided, to illuminate theory
construction, test development, policymaking, curriculum design and
classroom practice. Seamlessly integrating theory, research,
assessment and practice, it is essential reading for anyone seeking
to learn more about language learning, training and teaching, and
will further advance the research in this exciting, fast-paced
field.
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