Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

By Peter Robinson. 2001

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/f44cc8a7c9ffbc7029df0ce2a5d007c29fd5d31b

How researchers see this paper

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

In Developmental and Educational Psychology

In Language and Linguistics

In Literature and Literary Theory

Citations in the corpus

APTITUDE AND SECOND LANGUAGE ACQUISITION (2005, background): “This includes individual differences in the use of learning styles and strategies (Cohen, 2003; Oxford, Cho, Leung, & Kim, 2004), and motivation (Dörnyei, 2002, in press), as well as aptitude (Robinson, 2001b, 2003b, in press a; Skehan, 1998).”
Developing, Piloting, and Validating an Instrument to Measure Young Learners’ Aptitude (2005, background): “Although aptitude and motivation are widely accepted as best predictors of success in second language acquisition (SLA; Ellis, 1994; Gardner & MacIntyre, 1992, 1993; Robinson, 2001; Skehan, 1998), few studies have been devoted to the role of cognitive variables in foreign language learning contexts ”
THE CONSTRUCT VALIDITY OF LANGUAGE APTITUDE (2015, methodology): “Second, the traditional conceptualization of aptitude and the tests used to measure it have received much criticism, and there has therefore been a call to revamp the construct and update the tests (Robinson, 2001 ; Skehan, 2002 ).”
REACTIVITY AND TYPE OF VERBAL REPORT IN SLA RESEARCH METHODOLOGY: Expanding the Scope of Investigation (2005, background): “…or aptitudes differ, with some patterns facilitating and others inhibiting learning and performance under certain conditions, or on certain tasks ~P+ Robinson, 2001!, it stands to reason that abilities and aptitudes might also affect verbalization under different conditions and on different…”
CONSTRAINTS ON “NOTICING THE GAP” (2003, background): “…and complexity of the tasks (Robinson, 1995, 1996b; Rosa & O’Neill, 1999); individual differences in working memory capacity and abilities (Mackey, Philp, Fujii, Egi, & Tatsumi, 2002; Robinson, 2001); and the relevance and contiguity the discourse has for the learner (van Lier, 1994).”
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.”
COGNITIVE ABILITIES, CHUNK-STRENGTH, AND FREQUENCY EFFECTS IN IMPLICIT ARTIFICIAL GRAMMAR AND INCIDENTAL L2 LEARNING: REPLICATIONS OF REBER, WALKENFELD, AND HERNSTADT (1991) AND KNOWLTON AND SQUIRE (1996) AND THEIR RELEVANCE FOR SLA (2005, background): “…~e+g+, N+ Ellis, 2001! and the claim that working memory forms part of the aptitude complex for learning from incidental exposure to written input ~Robinson, 2001, 2002b!+ Given that learners with greater working memory capacity perform better in incidental L2 learning, it could be argued…”
The interplay of individual differences and context of learning in behavioral and neurocognitive second language development (2018, background): “Current calls in the literature claim that our understanding of variability in L2 development is best advanced not by investigating each factor independently, but rather by exploring the interplay among a variety of factors (e.g. Collentine and Freed, 2004; Robinson, 2001; Sanz, 2005).”