Cognitive Individual Differences in Second Language Processing and Acquisition

Cognitive Individual Differences in Second Language Processing and Acquisition

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Description

Cognitive Individual Differences in Second Language Processing and Acquisition contains 14 chapters that focus on the role of cognitive IDs in L2 learning and processing. The book brings together theoretical and methodological approaches to the study of cognitive IDs, as well as empirical studies that investigate the mediating role of cognitive IDs in various linguistic domains. Chapters include contributions from researchers working within second language acquisition (SLA), psycholinguistics, and cognitive psychology, sharing a common interest in the application of cognitive IDs to their respective areas of study. The interdisciplinary understanding of cognitive IDs presented in this book makes the book of interest to a wide readership of graduate students, faculty members, and academic researchers in the fields of SLA, psycholinguistics, cognitive psychology, and education.
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Product details

  • Hardback | 353 pages
  • 165.1 x 241.3 x 19.05mm | 780g
  • Amsterdam, Netherlands
  • English
  • 9027243743
  • 9789027243744

Table of contents

1. Introduction; 2. Cognitive individual differences in second language learning and processing (by Granena, Gisela); 3. Part 1. Theoretical and methodological issues; 4. Foreign language aptitude, acquisitional sequences, and psycholinguistic processes (by Skehan, Peter); 5. Miniature natural language learning in L2 acquisition research (by Kempe, Vera); 6. Working memory, language processing, and implications of malleability for second language acquisition (by Tsai, Nancy); 7. Methodological implications of working memory tasks for L2 processing research (by Leeser, Michael J.); 8. Analyzing individual differences in second language research: The benefits of mixed effects models (by Linck, Jared A.); 9. Part 2. Empirical studies; 10. Music, song and speech: A closer look at the interfaces between musicality, singing and individual differences in phonetic language aptitude (by Christiner, Markus); 11. An empirical study of working memory, personality, and second language construction learning (by Jackson, Daniel O.); 12. Elicited imitation as a measure of implicit L2 knowledge: The role of working memory and short-term memory capacity (by Granena, Gisela); 13. Working memory and L2 English speakers' primed and subsequent production of passives (by McDonough, Kim); 14. Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading (by Cecen, Sevdeger); 15. Executive control and phonological processing in language acquisition: The role of early bilingual experience in learning an additional language (by Darcy, Isabelle); 16. Corrective feedback and working memory capacity: A replication (by Goo, Jaemyung); 17. The interaction between feedback exposure condition and phonetic coding ability (by Yilmaz, Yucel); 18. The role of explicit language aptitude in implicit, explicit, and mixed feedback conditions (by Yilmaz, Yucel); 19. Index
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Review quote

Research evidence of the extent to which cognitive abilities mediate L2 learning during experimental or classroom conditions of exposure is essential to proposals for SLA theory, and effective instruction. This exceptionally insightful book delivers such evidence, significantly advances our understanding of theory and pedagogy alike, and is a must-read, major contribution to the field of SLA. -- Peter Robinson, Aoyama Gakuin University, Shibuya, Tokyo, Japan
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