autor: Adriana Biedroń [Słupsk 2012] 26,25zł
CONTENTS
INTRODUCTION 9CHAPTER ONE: HUMAN COGNITIVE ABILITIES – BASIC CONCEPTUALISSUES 13Introduction 131.1. Cognitive ability 141.2. Intelligence – a general cognitive ability 151.2.1. Hierarchical models of cognitive abilities 161.2.2. Carroll’s (1993) Cognitive Abilities Model 171.2.3. Multi-primary-factor models of cognitive abilities 191.3. Measurement of cognitive abilities 211.4. Biological basis of abilities 231.5. Environmental influences 26Conclusion 28CHAPTER TWO: FOREIGN LANGUAGE APTITUDE − A REVIEW OF EMPIRICALRESEARCH 29Introduction 292.1. The history of foreign language aptitude research and testing 302.1.1. Carroll’s (1959) foreign language aptitude model 302.1.2. Pimsleur’s (1966) Language Aptitude Battery 342.1.3. Other classic tests 352.2. Research in the 1970s and 1980s 372.3. Controversies surrounding the concept 382.4. Contemporary models of foreign language aptitude 412.4.1. Skehan’s (1998) Processing Stage Model 412.4.2. Robinson’s (2007) Aptitude Complex Model 442.4.2.1. Aptitude Complex Hypothesis 462.4.2.2. Ability Differentiation Hypothesis 472.4.3. Sternberg’s (1998) model of foreign language aptitude as a dynamicconcept 482.5. Contemporary tests of foreign language aptitude 502.5.1. Cognitive Ability for Novelty in Acquisition of Language 502.5.2. Llama Language Aptitude Test 522.5.3. High-Level Language Aptitude Battery 522.6. Native language abilities and the factor of age in foreign language aptitude 532.7. Research on foreign language aptitude in Poland 59Conclusion 61CHAPTER THREE: FOREIGN LANGUAGE APTITUDE – FOCUS ON SPECIALABILITIES 63Introduction 633.1. Analytic abilities 643.1.1. Analytic abilities and learning conditions 653.1.2. Analytic abilities and metalinguistic abilities 663.1.3. Analytic abilities and intelligence 673.2. Memory abilities 693.2.1. Working memory 723.2.2. Baddeley’s (2003) model of working memory 753.2.2.1. The central executive 763.2.2.2. The phonological loop 763.2.2.3. The visuospatial sketchpad 773.2.2.4. The episodic buffer 783.2.3. The role of working memory in foreign language learning 783.2.4. The neurobiological source of memory differentiation 853.3. Noticing as foreign language aptitude 873.3.1. Attention 873.3.2. Noticing ability 89Conclusion 90CHAPTER FOUR: FOREIGN LANGUAGE APTITUDE – BEYOND COGNITION 92Introduction 924.1. Personality factors in foreign language aptitude theory 934.1.1. The Five Factor Model 954.1.2. Creativity 984.1.3. Motivation 994.1.4. Locus of control 1014.1.5. Style of coping with stress 1034.1.6. Emotional intelligence 1044.1.7. Anxiety 1054.2. Learning styles and strategies 1054.3. Autonomy 1104.4. Dynamic systems theory for individual differences 111Conclusion 115CHAPTER FIVE: GIFTED FOREIGN LANGUAGE LEARNERS 117Introduction 1175.1. Giftedness and talent 1175.2. Identification of giftedness 1195.2.1. Children 1205.2.2. Adolescents 1215.2.3. Adults 1215.3. Research on gifted foreign language learners 1235.3.1. Case studies 1235.3.2. Group studies 1335.3.3. Multiple-domain studies 1375.4. Neurology of linguistic giftedness 1405.4.1. Functional differences 1425.4.2. Anatomical differences 144Conclusion 146CHAPTER SIX: EMPIRICAL RESEARCH ON GIFTED FOREIGN LANGUAGELEARNERS 148Introduction 1486.1. Objectives 1506.2. Hypotheses 1506.3. Subjects 1526.3.1. Gifted L2 learners 1526.3.2. Non-gifted L2 learners 1546.4. Procedure 1546.5. Instruments 1566.6. Results and interpretation 1636.6.1. Foreign language aptitude 1646.6.2. Intelligence and working memory 1656.6.3. Gifted L2 learners’ intelligence and the norm 1676.6.4. Gifted versus non-gifted L2 learners’ cognitive factors 1726.6.5. Personality factors 1736.6.6. Gifted versus non-gifted L2 learners’ personality factors 1756.6.7. Learning styles 1766.6.8. Gifted versus non-gifted L2 learners’ learning styles 1776.6.9. Predictors of foreign language aptitude 1796.6.10. The cognitive-affective profile of the gifted L2 learners 1926.6.11. Gifted L2 learners – three case studies 1966.7. Discussion 2026.8. Limitations of the study 213Conclusion 216CONCLUSIONS AND IMPLICATIONS 217REFERENCES 224APPENDICES 256STRESZCZENIE 263