Cognition and Second Language Instruction: Aptitude, individual differences, and instructional design

By Mark Sawyer, Leila Ranta. 2001

152 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/45143f0b135c902677a32b2d5f3e4834c2ef5459

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Citations in the corpus

Aspects of working memory in L2 learning (2011, background): “The language aptitude construct and its role in L2 learning has been discussed widely (Miyake & Friedman 1998; Sawyer & Ranta 2001; Dörnyei 2005; Robinson 2005; Richard et al. 2006; Kormos & Sáfár 2008).”
Lexical acquisition over time in minority first language children learning English as a second language (2008, background): “…used nonverbal intelligence as an approximate measure of children’s language aptitude, as it is known to be a related skill (Dörnyei & Skehan, 2003; Sawyer & Ranta, 2001), and Genesee and Hamayan (1980) found nonverbal reasoning skills to be predictive of individual differences in kindergarten…”
Foreign language aptitude theory: Yesterday, today and tomorrow (2016, background): “…effects and is associated with high achievement levels Aptitude-treatment interaction: macro studies Wesche 1981; Reves 1982; Robinson 1995, 2002; Erlam 2005; Sawyer & Ranta 2001; Hwu & Sun 2012 Aptitude profile information based on different aptitude components has wide-ranging pedagogical…”
Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition (2001, background): “However, as Skehan and Dornyei (in press), Sawyer and Ranta (2001), and others have also noted, in order for these correlational findings to contribute to a cognitive ‘explanation’ of SLA (its representation and process), they must be related to one or more theoretical models of acquisition…”
Self-Efficacy in Second/Foreign Language Learning Contexts. (2012, background): “Individuals learning a foreign language have a lot of differences in their rate of learning and the ways they follow to develop their skills (Dörnyei, 2005; Dörnyei & Skehan, 2003; Sawyer & Ranta, 2001).”
Revisiting problems with foreign language aptitude (2008, background): “Carroll defined language aptitude as “some characteristic of an individual which controls, at a given point of time the rate of progress that he will make subsequently in learning a foreign language” (1974, quoted by Sawyer and Ranta 2001: 310).”
Phonological memory and rule learning (2003, background): “These more complex notions of working memory are beginning to be considered in relation to language learning aptitude (Sawyer & Ranta, 2001), and some empirical evidence relating them to language learning success is beginning to emerge (Mackey, Philp, Egi, Fujii, & Tatsumi, 2002; Robinson, 2002).”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “Foreign language (L2) aptitude is considered to be one of the best predictors of language learning success (Abrahamsson & Hyltenstam, 2008; Dörnyei, 2005; Nikolov & Ottó, 2006; Sawyer & Ranta, 2001).”
Metalinguistic Knowledge and Language Ability in University-Level L2 Learners (2008, background): “Closely related to this, the question of how the cognitive abilities measured by aptitude tests facilitate learning under different instructional conditions has been raised (Robinson 2001, 2005; Sawyer and Ranta 2001), and answers are beginning to be forthcoming.”
APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “…highly with instructed language learning success in a variety of institutional contexts (see Dörnyei & Skehan, 2003; Ehrman, Leaver, & Oxford, 2003; Sawyer & Ranta, 2001; Skehan, 1989, 1998, 2002, for review), and have been useful in predicting some areas of learning difficulty in the early stages…”
Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008, background): “The cognitive factors that are held to be important predictors of success in language learning are intelligence (Skehan, 1986), foreign language aptitude (Carroll and Sapon, 1959; Carroll, 1981) and working memory capacity (for an overview see Sawyer and Ranta, 2001).”
Optimal Psycholinguistic Environments for Distance Foreign Language Learning (2003, background): “…education and in foreign language classrooms has long shown the benefits of tailoring instruction to cater to individual differences in goals, interests, motivation, cognitive style, and learning strategies（Altman & James, 1980; Harlow, 1987; Logan, 1973; Sawyer & Ranta, 2001; Wesche, 1981）.”
Aptitude, phonological memory, and second language proficiency in nonnovice adult learners (2009, methodology): “Correlation coefficients with criterion variables in such studies have generally ranged from .4 to .6 (see reviews by Carroll, 1981; Dornyei & Skehan, 2003; Sawyer & Ranta, 2001).”