360 pages | 12 B/W Illus.
Language Aptitude: Advancing Theory, Testing, Research and Practice brings together cutting-edge global perspectives on foreign language aptitude. Drawing from educational psychology, cognitive science, and neuroscience, the editors have assembled interdisciplinary authors writing for an applied linguistics and education audience. The book is broken into four major themes: revisiting and updating current language aptitude theories and models; emerging insights from contemporary research into language aptitude and the age-factor or the critical period hypothesis; redefining constructs and broadening territories of foreign language aptitude; and future directions of foreign language aptitude research. Focused on critical issues in foreign language aptitude and second language learning and teaching, this book will be an important research resource and supplemental reading in both Applied Linguistics and Cognitive Psychology.
Language aptitudes are reliable predictors of rate of classroom foreign language learning and of level of ultimate attainment in naturalistic SLA. Aptitude is a central interest in the field, therefore, as reflected both in increasingly detailed analyses of the construct itself and in the development of several new aptitude measures in recent years. Language Aptitude: Advancing theory, testing, research and practice provides an authoritative historical overview of aptitude research, analyses of its sub-components, and instrumentation, surveys of current work on relationships among age of onset, aptitudes, and ultimate L2 attainment, and chapters on related cognitive and neurocognitive models, concluding with suggestions for future work and potential applications in language teaching. The contributors are experts, and the book will be a vital resource for SLA researchers, applied linguists, graduate students and language teachers for years to come.
Michael H. Long, University of Maryland, USA.
List of Contributors
Foreword by Rod Ellis
1. Introduction and Overview
Zhisheng (Edward) Wen, Peter Skehan, Adriana Biedroń, Shaofeng Li and Richard Sparks
Revisiting and Updating Tests and Theories
2. The MLAT at 60 Years
Charles Stansfield, and Daniel Reed
3. Development and preliminary validation of a foreign language aptitude test for Chinese learners of foreign languages
Lanrong Li, and Shaoqian Luo
4. Language aptitude implicates language AND cognitive skills
5. Six decades of language aptitude research: A comprehensive and critical review
Emerging Insights on Age and Ultimate Attainment
6. Difficulty and ease in learning foreign languages at the primary school level: general learning ability, language aptitude or working memory?
Amelia Lambelet, and Raphael Berthele
7. Language aptitude: Insights from U.S. high school students
Richard Sparks, Jon Patton, and Julie Luebbers
8. Language aptitude: Insights from Hyperpolyglots
9. Language aptitude: Insights from L2 exceptional adult learners
Redefining Cognitive Constructs and Models
10. Working memory as language aptitude: The Phonological/Executive Model
Zhisheng (Edward) Wen
11. Declarative and procedural memory as individual differences in language aptitude
Joshua Buffington, and Kara Morgan-Short
12.Cognitive aptitudes for explicit and implicit learning
Gisela Granena, and Yucel Yilmaz
Perspectives from Cognitive Neuroscience
13. Neurophysiological indicators of the linguistic components of language aptitude
14. Neuro-psycho-cognitive markers for pronunciation/speech imitation as language aptitude
15. Towards a neurocognitive model for interpreting expertise
Research Agenda and Future Directions
16. The future of language aptitude research
17. From individual differences in language aptitude to personalized learning
Loan C. Vuong, and Patrick CM Wong
The Second Language Acquisition Research series presents and explores issues bearing directly on theory construction and/or research methods in the study of second language acquisition. Its titles (both authored and edited volumes) provide thorough and timely overviews of high-interest topics, and include key discussions of existing research findings and their implications. A special emphasis of the series is reflected in the monographs dealing with specific data collection methods or instruments. Each of these monographs addresses the kinds of research questions for which the method/instrument is best suited, offers extended description of its use, and outlines the problems associated with its use. The volumes in this series will be invaluable to students and scholars alike, and perfect for use in courses on research methodology and in individual research.