|
Showing 1 - 9 of
9 matches in All Departments
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 introduces an approach to understanding and measuring
working memory components and functions in second language
learning, processing and development. It presents comprehensive,
thorough and updated reviews of relevant literatures from cognitive
sciences and applied linguistics. Drawing on multidisciplinary
research, the book advocates a conceptual framework for integrating
working memory theories with second language acquisition theories.
An innovative theoretical model is also presented, which
illuminates research studies investigating the distinctive roles of
phonological and executive working memory as they relate to
specific L2 learning domains, skills and processes. Theoretical and
methodological implications of this integrative perspective are
further elaborated and discussed within the specific realms of L2
task-based performance and language aptitude research.
This book introduces an approach to understanding and measuring
working memory components and functions in second language
learning, processing and development. It presents comprehensive,
thorough and updated reviews of relevant literatures from cognitive
sciences and applied linguistics. Drawing on multidisciplinary
research, the book advocates a conceptual framework for integrating
working memory theories with second language acquisition theories.
An innovative theoretical model is also presented, which
illuminates research studies investigating the distinctive roles of
phonological and executive working memory as they relate to
specific L2 learning domains, skills and processes. Theoretical and
methodological implications of this integrative perspective are
further elaborated and discussed within the specific realms of L2
task-based performance and language aptitude research.
This unique volume offers a comprehensive discussion of essential
theoretical and methodological issues concerning the pivotal role
of working memory in second language learning and processing. The
collection opens with a foreword and introductory theoretical
chapters written by leading figures in the field of cognitive
psychology. Following these are three research sections containing
chapters providing original data and innovative insights into the
dynamic and complex relationships between working memory and
specific areas of second language processing, instruction,
performance and development. Each section concludes with a
commentary which is written by a noted SLA researcher and which
charts the course for future research. This book provides a
fascinating collection of perspectives on the relationship between
working memory and second language learning and will appeal to
those interested in the integration of cognitive psychology with
SLA research.
This unique volume offers a comprehensive discussion of essential
theoretical and methodological issues concerning the pivotal role
of working memory in second language learning and processing. The
collection opens with a foreword and introductory theoretical
chapters written by leading figures in the field of cognitive
psychology. Following these are three research sections containing
chapters providing original data and innovative insights into the
dynamic and complex relationships between working memory and
specific areas of second language processing, instruction,
performance and development. Each section concludes with a
commentary which is written by a noted SLA researcher and which
charts the course for future research. This book provides a
fascinating collection of perspectives on the relationship between
working memory and second language learning and will appeal to
those interested in the integration of cognitive psychology with
SLA research.
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.
Bringing together cutting-edge research, this Handbook is the first
comprehensive text to examine the pivotal role of working memory in
first and second language acquisition, processing, impairments, and
training. Authored by a stellar cast of distinguished scholars from
around the world, the Handbook provides authoritative insights on
work from diverse, multi-disciplinary perspectives, and introduces
key models of working memory in relation to language. Following an
introductory chapter by working memory pioneer Alan Baddeley, the
collection is organized into thematic sections that discuss working
memory in relation to: Theoretical models and measures; Linguistic
theories and frameworks; First language processing; Bilingual
acquisition and processing; and Language disorders, interventions,
and instruction. The Handbook is sure to interest and benefit
researchers, clinicians, speech therapists, and advanced
undergraduate and postgraduate students in linguistics, psychology,
education, speech therapy, cognitive science, and neuroscience, or
anyone seeking to learn more about language, cognition and the
human mind.
|
|