Individual differences and instructed language learning

By Peter Robinson. 2002

449 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3c6a3d251a02962c788646bd7edfdd7177c3bdae

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. Masatoshi Sato
2. Shaofeng Li
3. Andrea Révész
4. Judit Kormos
5. Peter Robinson
6. Nick C. Ellis
7. S. Loewen
8. Kazuya Saito

In Literature and Literary Theory

1. Masatoshi Sato
2. Andrea Révész
3. Shaofeng Li
4. Judit Kormos
5. Peter Robinson
6. S. Loewen
7. Z. Dörnyei
8. E. Ushioda

Citations in the corpus

• Validation of a web-based test of ESL pragmalinguistics (2006, background): “…to affect interlanguage systems: transfer, overgeneralization, simplification, transfer-of-training, amount and quality of input, attention and awareness, aptitude, motivation, and other individual differences (Selinker, 1972; Kasper, 1995; Kasper and Schmidt, 1996; Schmidt, 2001; Robinson, 2002).”
• ATTENTION, AWARENESS, AND INDIVIDUAL DIFFERENCES IN LANGUAGE LEARNING (2012, background): “A different account has been proposed by Robinson (1995b, 2002), who argues that for adults aptitude will matter across all conditions of learning (implicit, explicit, incidental) because the same basic cognitive abilities (including noticing and rehearsal) are involved in all learning.”
• L2 output, reformulation and noticing: Implications for IL development (2003, background): “…on implicit learning has repeatedly indicated that individual factors including motivation, aptitude, learning orientation, working memory, grammatical sensitivity and others impact learning under implicit conditions (see Robinson, 2002, for discussions on these and other individual differences).”