Kooperativer Bibliotheksverbund

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Format: 1 online resource (xxviii, 494 pages) : , digital, PDF file(s).

Edition: 1st ed.

ISBN: 1-009-08480-1 , 1-009-07646-9 , 1-009-08500-X

Series Statement: Cambridge applied linguistics

Content: The last few years have witnessed exponential growth in research output within the field of language aptitude. With contributions from an international team of leading experts, this volume provides the most comprehensive, authoritative and up-to-date overview of developments in language aptitude theory and practice. It addresses central and newly emerging methodological and theoretical issues, and revisits and re-examines the most popular language aptitude tests, including the most durable and innovative batteries. It also provides in-depth demonstrations of language aptitude research paradigms, including well-established and emerging ones, scrutinizing them from multidisciplinary perspectives. Aptitude treatment interactions studies are reported and discussed, and pedagogical implications are provided, to illuminate theory construction, test development, policymaking, curriculum design and classroom practice. Seamlessly integrating theory, research, assessment and practice, it is essential reading for anyone seeking to learn more about language learning, training and teaching, and will further advance the research in this exciting, fast-paced field.

Note: Title from publisher's bibliographic system (viewed on 29 May 2023). , Cover -- Half-title -- Series information -- Title page -- Copyright information -- Contents -- List of Figures -- List of Tables -- List of Editors and Contributors -- Editors -- Contributors -- Preface and Acknowledgments -- 1 Language Aptitude Research: From Testing to Theory and Practice -- Introduction -- Language Aptitude: From Testing to Theory and Practice -- Achievements in Language Aptitude Test Development -- Achievements in Language Aptitude Models -- Critiquing Current Language Aptitude Paradigms and Methodologies -- Background and Rationale of the Book -- Organization of the Volume -- Part I Revisiting and Refining Aptitude Tests -- Part II Aptitude Testing of Diverse Groups -- Part III Innovative Perspectives and Emerging Paradigms -- Part IV Aptitude-Treatment Interaction (ATI) Studies -- Part V Final Commentaries -- Final Remarks -- References -- Part I Revisiting and Refining Aptitude Tests -- 2 The MLAT-Elementary: History, Adaptations, and Current Uses -- Introduction -- A Brief Overview of MLAT-E History -- Carroll's Views on Language Aptitude -- Stanley Sapon's Contributions to Carroll's Research on Language Aptitude -- The Parts of the MLAT-E -- MLAT-E Sample Items -- Part 1 Hidden Words -- Part 2 Matching Words -- Part 3 Finding Rhymes -- Part 4 Number Learning -- The Relationship between the Four Components of Carroll's Framework and the Parts of the MLAT-E -- Statistical Information Supporting the Reliability and Validity of the MLAT-E -- Uses of the MLAT-E -- Adapting the MLAT-E for Speakers of Languages Other Than English -- Other Versions of the MLAT-E -- The MLAT-E in Research on Second Language Learning -- Conclusions -- References -- 3 Testing Language Aptitude: LLAMA Evolution and Refinement -- Introduction -- Background to the LLAMA Tests -- LLAMA v.2: Creating the First Online Versions of the LLAMA Tests. , LLAMA v.3 -- LLAMA_B Learning Words -- LLAMA_D Listening for New Words -- LLAMA_E Sounds and Symbols -- LLAMA_F Grammatical Inferencing -- Conclusion -- References -- 4 The High-Level Language Aptitude Battery (Hi-LAB): Development, Validation, and Use -- Introduction -- Selection of Constructs -- Developing the Hi-LAB Battery -- Hi-LAB Measurement Properties -- Learner Aptitude Profiles -- Studies Using the Hi-LAB -- Future Directions and Conclusion -- References -- 5 Exploring the Predictive Validity of the LLAMA (v1) Language Aptitude Tests: A Research Synthesis -- Introduction -- Method -- Results -- LLAMA B -- LLAMA D -- LLAMA E -- LLAMA F -- LLAMA Composite Scores -- Discussion -- Concluding Remarks -- References -- Part II Aptitude Testing of Diverse Groups -- 6 Testing Language Aptitude for Chinese Learners of Foreign Languages: FLAT-C vs. LLAMA -- Introduction -- Theories of Foreign Language Aptitude -- Development of Language Aptitude Tests -- Methodology -- Participants -- Instruments -- LLAMA -- FLAT-C -- Questionnaire -- Data Collection and Scoring Procedures -- Results -- Concurrent Validation of FLAT-C -- Predictive Validation of FLAT-C -- Discussion -- Conclusion -- References -- 7 Testing Language Aptitude for Recently Arrived Parent-Child Immigrant Dyads -- On the Over-Representation of Western Undergraduates in Applied Psychology and SLA Studies -- Convenience Sample and Research on Foreign Language Learning Aptitude -- Testing Foreign Language Aptitude -- Testing Aptitude in Inconvenient Samples: The Language Aptitude Outside the Classroom (LAOC) Study -- Comparing Results from Different Samples on the LLAMA Tests -- LLAMA_B -- LLAMA_D -- LLAMA_E -- LLAMA_F -- Aptitude and Language Learning in Recently Arrived Adult and Child Immigrants -- Discussion and Conclusion -- References. , 8 Is Language Aptitude Immune to Experience?: Divergent Evidence from Bilingualism vs. Blindness -- Preliminaries -- Background -- The Construct of ''Language Aptitude'' and Its (Lack of) Theoretical Progress -- The Empirical Evidence for L2 Learning/Bilingualism Effects on Language Aptitude -- Language Processing and Blindness -- Aims of the Study -- Methods -- Participants -- Language Aptitude Tests -- LAT A -- LLAMA D -- Results -- LAT A -- LLAMA D -- Discussion -- Is Language Aptitude Affected by the Experience of L2 Learning or Bilingualism? -- Is Language Aptitude Affected by the Experience of Blindness? -- Language Aptitude: A Shared Symptom of Many Underlying Conditions? -- Does the Stability/Flexibility of Aptitude Matter? -- References -- 9 Testing Language Aptitude: A Commentary on Batteries and Reanalysis of Constructs -- Introduction -- Contrasting Perspectives on Developing Aptitude Tests: A Preliminary Survey -- A Framework for Exploring Existing Aptitude Sub-tests -- Selection of Aptitude Sub-tests and Methodological Decisions -- Aptitude Batteries: Coverage of Language vs. Cognition and Implicit vs. Explicit Processes -- Domains and Language Aptitude Sub-tests -- Aptitude and Theory -- The Conclusion -- What Can We Now Say? -- What Is Needed? -- How Can Aptitude Research Be Used to Illuminate Theory? -- References -- Appendix 1 -- Part III Innovative Perspectives and Paradigms -- 10 The Neurobiology of Language Aptitude, Musicality and Working Memory -- Introduction -- Musical Ability and Language Aptitude -- Working Memory and Language Aptitude -- The Neurobiology of Language Aptitude: Findings of Recent Research -- Conclusions and Avenues for Future Research -- References -- 11 The Linguistic Coding Differences Hypothesis (LCDH) and L2 Learning: A Thirty-Year Retrospective -- Introduction. , Are there L1 skill and L2 aptitude differences between high- and low-achieving L2 learners? -- Are there L2 achievement and proficiency differences among individuals who differ in L1 skills and L2 aptitude? -- What Are the Best Predictors of L2 Proficiency and Achievement? -- Are There L1 Achievement and L2 Aptitude Differences in Individuals with Differing Levels of Language Anxiety? -- Is There Long-Term, Cross-Linguistic Transfer from L1 to L2 Skills? -- Are There Relationships between Learning to Read L1 and L2 Alphabetic Orthographies? -- Conclusions -- References -- 12 Variability of Language Aptitude and Working Memory in EFL Learners' Listening Development -- Introduction -- Literature Review -- Language Aptitude -- Working Memory -- Variability -- Methods -- Participants -- Instruments -- Listening Proficiency Tests -- LLAMA Language Aptitude Test -- Working Memory Measurements -- Data Collection -- Data Analysis -- Data Preparation -- Min-Max Graphs -- Monte Carlo Analysis -- Results and Discussion -- Learners' Inter-Individual Variability in Language Aptitude (LA) and WM -- Outline placeholder -- Inter-Individual Variability Analysis -- Learners' Intra-Individual Variability in LA and WM -- Understanding LA and WM Variability in EFL Listening Development -- Conclusions -- Implications -- References -- 13 An Aptitude Model for Translating and Interpreting: Insights from Translanguaging Theory -- Introduction -- What Is Translanguaging Theory and Why Is It Important for Constructing an Aptitude Model of Translating and Interpreting? -- An Outline of the Translanguaging-Informed 3M Aptitude Model for Translating and Interpreting -- The Micro Level: The Multicompetent Translator/Interpreter -- The Meso Level: Multimodal Affordances -- The Macro Level: Multilingual Society. , A Fuller View of the 3M Aptitude Model of Translating and Interpreting -- Putting the 3M Aptitude Model of Translating and Interpreting to the Test -- Conclusion: A Translanguaging Research Agenda for Interpreting Studies -- References -- Part IV Aptitude-Treatment Interaction (ATI) -- 14 The Role of Language Aptitude and Timing of Form-Focused Instruction in TBLT -- Introduction -- Proficiency and Aptitude -- Proficiency and Timing -- Motivation of the Present Study -- Research Questions -- Method -- Participants -- Tasks -- Target Structure -- Form-Focused Instruction -- Data Collection Instruments -- Grammaticality Judgement Test -- Elicited Imitation Test -- LLAMA Aptitude Test -- LLAMA E -- LLAMA F -- LLAMA D -- Analysis -- Results -- Discussion -- Timing of Instruction and Aptitude -- Level of Proficiency and Components of Aptitude -- Level of Previous Knowledge -- Pedagogical Implications -- Limitations and Future Studies -- Notes -- References -- 15 Implicit (Not Explicit) Learning Aptitude Predicts the Acquisition of Difficult (Not Easy) Structure: A Visual-World Eye-Tracking Study -- Introduction -- Explicit Learning Aptitudes and Explicit Knowledge -- Implicit Learning Aptitude and Implicit Knowledge -- Explicit and Implicit Learning Aptitudes and Grammatical Difficulty -- The Current Study -- Methods -- Participants -- Instruments -- Procedure -- Data Coding of Visual-World Task -- Preliminary Analysis of Visual-World Task -- Results -- Debriefing of Visual-World Task -- Descriptive Statistics for Dependent and Independent Variables -- Relationship of Eye-Movement Data with Explicit and Implicit Learning Aptitudes -- Discussion -- The Role of Explicit and Implicit Learning Aptitudes in Adult SLA -- Implicit Learning Aptitude Predicted the Learning of ''Difficult'' Grammatical Structure. , Suggestions for Future Research: Aptitude and Language Test Development.

Additional Edition: ISBN 1-316-51399-8

Language: English

Keywords: Aufsatzsammlung

URL: lizenzpflichtig

URL: https://doi.org/10.1017/9781009076463