Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

It is a well-known fact that some adult second language learners learn more rapidly and/or to a higher level of proficiency than others. Some of these individual differences have been linked to differences in cognitive and perceptual abilities under the umbrella term of 'language aptitude'. The notion of language aptitude has undergone recent developments, one of which is the proposal that language aptitude includes cognitive abilities that involve implicit processes and that are advantageous in learning a language without awareness. This Element defines implicit language aptitude, examines tasks that can be used to measure implicit language aptitude, and provides an overview of relevant research in this area.

Language and languages --- Second language acquisition. --- Foreign language study --- Language and education --- Language schools --- Second language learning --- Language acquisition --- Language assessment --- Ability testing. --- Study and teaching. --- Study and teaching --- Language and languages Study and teaching

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Research in second language acquisition has long posited that learners' individual differences affect ultimate attainment. This chapter reviews studies that examine how learners with differing cognitive aptitudes respond to instructional treatments. Most of these studies showed significant aptitude-by-treatment interactions (ATI), which suggest that the effectiveness of a particular type of instruction depends on stable, cognitive abilities, such as language analysis or working memory. From our review of this literature, we conclude that, although some interactions have been shown, there is st

Communicative competence in children. --- Language awareness. --- Second language acquisition. --- Linguistic awareness --- Metalinguistic knowledge --- Awareness --- Psycholinguistics --- Second language learning --- Language acquisition --- Children --- Language --- Second language acquisition --- Language awareness --- Communicative competence in children

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

The past 50 years have witnessed achievement of a set of widely attested empirical findings on major research issues in SLA. They pertain to such matters as cross-linguistic influence; processes and sequences in interlanguage development; age effects; incidental and intentional, learning and implicit and explicit knowledge; the role of the linguistic environment and of the broader social context as sources of positive and negative evidence and of opportunities for input, interaction and output; and effects of individual differences in language aptitudes and other cognitive and affect variables. Robust findings in any scientific field constitute empirical ‘problems’ that require explanation and motivate theoretical work. In this inaugural volume of Brill Research Perspectives in Multilingualism and Second Language Acquisition , Michael Long, Gisela Granena and Yucel Yilmaz review work on a selection of these issues, and note implications of some of the work for language teaching, educational language planning, human migration, and other important matters of social concern.

Second language acquisition. --- Second language learning --- Language acquisition

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Second language acquisition. --- Individual differences. --- Psycholinguistics.

Choose an application

• Reference Manager
• EndNote
• RefWorks (Direct export to RefWorks)

Social sciences (general)