5 Language Aptitude, Psychological and Affective Factors
Abstract
Despite contemporary psychological theories treating cognitive and affective/ psychological factors as complementary, they are rarely analysed together in SLA studies. Nevertheless, individual differences such as motivation, language anxiety and openness to experience have a clear cognitive component. Although their impact on ultimate attainment in foreign language learning is definitely less significant than that of foreign language aptitude, it is also observable, which is clearly illustrated by the cases of linguistically gifted people. This chapter aims to present the connections between foreign language aptitude and the psychological factors that include a cognitive component. To this end, the theoretical foundations of psychological factors are described as well as the relationship between FL aptitude and psychological factors in theory, research and practice. We will also focus on the contribution of psychological factors to the development of linguistic giftedness.
Abstract
Despite contemporary psychological theories treating cognitive and affective/ psychological factors as complementary, they are rarely analysed together in SLA studies. Nevertheless, individual differences such as motivation, language anxiety and openness to experience have a clear cognitive component. Although their impact on ultimate attainment in foreign language learning is definitely less significant than that of foreign language aptitude, it is also observable, which is clearly illustrated by the cases of linguistically gifted people. This chapter aims to present the connections between foreign language aptitude and the psychological factors that include a cognitive component. To this end, the theoretical foundations of psychological factors are described as well as the relationship between FL aptitude and psychological factors in theory, research and practice. We will also focus on the contribution of psychological factors to the development of linguistic giftedness.
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
