Individual differences and instructed language learning / / edited by Peter Robinson

• Pubblicazione: Amsterdam ; ; Philadelphia, PA, : J. Benjamins Pub., c2002
• Edizione: 1st ed.
• Descrizione fisica: xi, 385 p. : ill
• Disciplina: 418/.0071
• Soggetto topico: Individual differences; Language and languages - Study and teaching
• Altri autori: RobinsonPeter <1956->
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references (p. [331]-371) and index.
• Nota di contenuto: Individual Differences and Instructed Language Learning -- Editorial page -- Title page -- LCC data -- Contributors -- Contents -- Preface -- Chapter 1: Introduction -- Section 1: Theoretical Issues -- Chapter 2: The theory of successful intelligence and its implications for language-aptitude testing -- Chapter 3: Motivation, anxiety and emotion in second language acquisition -- Chapter 4: Theorising and updating aptitude -- Chapter 5: Foreign language acquisition and language-based learning disabilities -- Chapter 6: Learning conditions, aptitude complexes, and SLA -- Section 2: Empirical Studies -- Chapter 7: The motivational basis of language learning tasks -- Chapter 8: The role of learners' language analytic ability in the communicative classroom -- Chapter 9: Individual differences in working memory, noticing of interactional feedback and L2 development -- Chapter 10: Effects of individual differences in intelligence, aptitude and working memory on adult incidental SLA -- Chapter 11: Aptitude-exposure interaction effects on Wh-movement violation detection by pre-and-post-critical period Japanese bilinguals -- Chapter 12: Age, aptitude, and second language learning on a bilingual exchange -- References -- Index -- Language Learning & -- Language Teaching.
• Sommario/riassunto: Second language learners differ in how successfully they adapt to, and profit from, instruction. This book aims to show that adaptation to L2 instruction, and subsequent L2 learning, is a result of the interaction between learner characteristics and learning contexts. Describing and explaining these interactions is fundamentally important to theories of instructed SLA, and for effective L2 pedagogy. This collection is the first to explore this important issue in contemporary task-based, immersion, and communicative pedagogic settings. In the first section, leading experts in individual differences research describe recent advances in theories of intelligence, L2 aptitude, motivation, anxiety and emotion, and the relationship of native language abilities to L2 learning. In the second section, these theoretical insights are applied to empirical studies of individual differences-treatment interactions in classroom learning, experimental studies of the effects of focus on form and incidental learning, and studies of naturalistic versus instructed SLA.
• Titolo autorizzato: Individual differences and instructed language learning
• ISBN: 1-282-25457-X; 90-272-1693-2; 0-585-46238-0; 90-272-9751-7; 9786612254574
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910821204203321
• Lo trovi qui: Univ. Federico II
• Serie: Language learning and language teaching ; ; v. 2.