4 Foreign Language Aptitude
Abstract
Foreign language aptitude is the most studied factor among cognitive differences. The topics gaining increasing popularity are the relationship between aptitude and different kinds of memory, psychological and socio-environmental factors as moderating variables, musical ability, gender and bilingualism. Testing different aptitudes, aptitude dynamics and aptitude differences among children are topics also often taken up by researchers. There are more and more neurological studies shedding new light on this fascinating problem. As a result, the construct has been gradually updated and reconceptualized. This chapter covers the development of the concept of foreign language aptitude and aptitude testing, as well as the latest research and its pedagogical implications. In particular, we will focus on the dynamics and modification of foreign language aptitude and various types of pedagogical interventions.
Abstract
Foreign language aptitude is the most studied factor among cognitive differences. The topics gaining increasing popularity are the relationship between aptitude and different kinds of memory, psychological and socio-environmental factors as moderating variables, musical ability, gender and bilingualism. Testing different aptitudes, aptitude dynamics and aptitude differences among children are topics also often taken up by researchers. There are more and more neurological studies shedding new light on this fascinating problem. As a result, the construct has been gradually updated and reconceptualized. This chapter covers the development of the concept of foreign language aptitude and aptitude testing, as well as the latest research and its pedagogical implications. In particular, we will focus on the dynamics and modification of foreign language aptitude and various types of pedagogical interventions.
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
Chapters in this book
- Frontmatter I
- Acknowledgments V
- Contents VII
- Foreword IX
- 1 SLA and Individual Differences: An Overview 1
-
Part I: Age, Intelligence, Aptitude and Affect
- 2 The Age Factor and the Critical Period Hypothesis 19
- 3 Intelligence 35
- 4 Foreign Language Aptitude 53
- 5 Language Aptitude, Psychological and Affective Factors 73
-
Part II: Memory, Attention and Noticing
- 6 Phonological and Executive Working Memory 97
- 7 Consciousness, Attention and Noticing 125
-
Part III: Learning Strategies, Metacognition and Self- Regulation
- 8 Language Learning Strategies 147
- 9 Metacognition 175
- 10 Self-Regulation 201
-
Part IV: L2 Skills, Learning Difficulties, and Anxiety
- 11 L2 Reading and Writing Skills 225
- 12 L2 Learning Difficulties and Disabilities 257
- 13 L2 Anxiety: An Affective Factor or a Linguistic Variable? 287
-
Epilogue
- 14 Individual Differences in SLA–Looking Back and Looking Forward 321
- Author Profiles 335
- Index 337
