Aptitude for learning a foreign language
By R. Sparks, L. Ganschow. Annual Review of Applied Linguistics, 2001
161 citations recorded by the source corpus.
Subfields: Language and Linguistics
View Paper: https://www.semanticscholar.org/paper/d3b832f49f074e8f74eb36b5669e0c9243303aed
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In Language and Linguistics
Citations in the corpus
- Foreign language aptitude theory: Yesterday, today and tomorrow (2016, methodology): “For example, if a student experiences difficulties in L1 phonology/orthography, his/her subsequent L2 learning will likely suffer as well (Sparks & Ganschow 2001: 97).”
- Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, background): “Research has shown consistently that L2 aptitude is the single best predictor of achievement in an L2 (Gardner & MacIntyre, 1992; Sparks & Ganschow, 2001).”
- Understanding Chinese Students' Use of Language Learning Strategies from Cultural and Educational Perspectives (2006, unknown): “The other three individual differences (intelligence, aptitude and situational anxiety) in this section are also important factors affecting students’ strategy choice (Levine, 2003; LoCastro, 1994; Schmeck, 1988; Sparks & Ganschow, 2001).”
- Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008, background): “Sparks and Ganschow conducted a series of studies which indicated that L1 literacy skills serve as the foundation for L2 learning (e.g. Sparks and Ganschow, 1991, 2001).”
- Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables (2007, background): “Swain and Burnaby (1976) correlated sociability and talkativeness (based on teacher ratings) on test results of French comprehension or production in a sample of 63 French immersion pupils and 68 pupils in the English programme with French as a L2 at kindergarten.”
- APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “…(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 of SLA (see Ehrman, 1996, 1998; Grigorenko, 2002; Sparks & Ganschow, 2001, for review).”