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Table of Contents
Intro
Aptitude-Treatment Interaction in Second Language Learning
Editorial page
Title page
Copyright page
Table of contents
Aptitude-treatment interaction in second language learning
References
Individualization of practice distribution in second language grammar learningThe role of metalinguistic rule rehearsal ability and working memory capacity
The effects of shorter-spaced and longer-spaced learning
Aptitude complexes and L2 grammar learning
Aptitude complex for different L2 learning stages
The present study
Methods
Participants
Instruments
Target structures
Assessment tests
Rule-application test
PP test
Aptitude tests
LLAMA-F
Ospan tasks
LLAMA-B
LABJ-PA
Research design and procedure
Training procedure
Data analysis
Results
Descriptive statistics
Assessment tests
Aptitude tests
Multiple regression analysis
Discussion
Aptitude-treatment interaction patterns: Roles of MRRA and WMC
Contribution of MRRA over the course of learning
Conclusion
References
The interaction between timing of explicit grammar explanation and individual differences in second language acquisition
1.Introduction
2.Background literature and theoretical motivation
2.1Language learning aptitude in the narrow sense
2.2Working memory
2.3Skill Acquisition Theory
3.The present study
3.1Method
3.1.1Participants
3.1.2Linguistic targets: OV structure and Ser/ Estar
3.1.3Research design
3.1.4Materials
3.1.5Treatment
3.2Instruments
3.2.1Comprehension tests
3.2.2Production test
3.2.3LLAMA F
3.2.4OSPAN
3.3Procedure
3.4Data analysis (Tables in Appendix)
4.Results
4.1OV
4.1.1Comprehension
4.1.2Production
4.1.3GJT
4.2SER
4.2.1Comprehension
4.2.2Production
4.2.3GJT
4.3Summary of results.
4.4Simple linear regression models following significant correlations between IDs and outcome measures
5.Discussion and conclusions
6.Limitations and future directions
7.Conclusion
References
The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback
1.Introduction
2.Literature review
2.1Working memory and its mediating effects on CF
2.2CF timing
2.2.1The concept of CF timing
2.2.2Theoretical perspectives of CF timing
2.2.3Empirical findings of the timing effects of feedback
3.Methodology
3.1Participants
3.2Procedure
3.3Target structure
3.4Treatment tasks
3.4.1Task procedure
3.4.2Task texts
3.5Feedback treatment
3.6Measurements
3.6.1Working memory test
3.6.2Language achievement tests
4.Results
4.1Descriptive statistics
4.2Inferential statistics
5.Discussion
5.1The lack of working memory effects in Task Only
5.2Differential roles of working memory under immediate and delayed CF conditions
6.Conclusion
References
Appendix 1.Minimum and maximum scores of the three components of the working memory test
Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice
1.Introduction
2.Literature review
2.1Working memory
2.2Explicit and implicit L2 knowledge
2.3The role of the central executive in learning L2 grammar
2.4The CE and the development of implicit and explicit grammar knowledge
3.The study
3.1Aims and research questions
3.2Participants
3.3Targeted structure
3.4Data collection and analysis
3.5Findings
4.Discussion
5.Conclusion
Acknowledgements
References
Working memory and planning time as predictors of fluency and accuracy
1.Introduction
1.1Task demands, cognition, and L2 performance.
1.2Working memory and SLA
1.3Planning and SLA
1.4The present study
2.Method
2.1Participants
2.2Instruments
2.3Procedures
3.Results
3.1Descriptive statistics and initial analyses of variables
3.2Planning order/conditions and WMC: Initial analyses
3.3The order of the provision of planning time
3.3.1Descriptive statistics split by planning order
3.3.2Between-groups data analysis without the influence of task repetition
3.3.3Repeated measures analyses: No planning first
3.3.4Repeated measures analyses for participants who began with planning time
3.4Summary of relationship among variables and planning conditions
3.5Working memory
4.Discussion
4.1The influence of task order on learner fluency
4.2Guided and unguided planning as predictors of fluency
4.3Guided and unguided planning as predictors of attempted accuracy
4.4WMC and learner production
4.5Synthesis of results by planning condition and WMC
5.Conclusion
References
Appendix A.Language background questionnaire
Appendix B.Images for story-telling tasks A and B
Appendix C.Instructions for Guided Planning Time
Appendix D.Instructions for Unguided Planning Time
Phonological short-term memory capacity and L2 oral performance
Theoretical background
The relationship between complexity, accuracy, and fluency
The working memory system
CAF and memory capacity
Present study
Methodology
Participants
Instruments
Oral production task
Phonological short-term memory test
Procedure
Scoring
Oral production task
Phonological short-term memory test
Results
Discussion
Conclusion
Funding
Acknowledgements
References
The value of introspective measures in aptitude-treatment interaction researchA window on individual differences in action
Introduction
Review of literature.
The value of introspective measures in feedback research
The value of introspective measures in ATI research
Methods
Participants
Linguistic target
Procedure
Treatments and tests
Concurrent think-alouds
Results and discussion
Right/Wrong-feedback condition
Marvin vs. Henry: Fairly similar on the IDs predicting performance in the Right/Wrong condition, but with different processing and different learning outcomes
Nora: Weaknesses in IDs plus shallow processing confirm the overall ATI patterns
Diagrams-feedback condition
Matt vs. Heath: Fairly similar on the IDs predicting performance in the Diagrams condition, but with different processing and different learning outcomes, possibly related to other IDs
Natalie: IDs might interact and limit one another
Limitations, conclusions, and future research
References
Index.
Aptitude-Treatment Interaction in Second Language Learning
Editorial page
Title page
Copyright page
Table of contents
Aptitude-treatment interaction in second language learning
References
Individualization of practice distribution in second language grammar learningThe role of metalinguistic rule rehearsal ability and working memory capacity
The effects of shorter-spaced and longer-spaced learning
Aptitude complexes and L2 grammar learning
Aptitude complex for different L2 learning stages
The present study
Methods
Participants
Instruments
Target structures
Assessment tests
Rule-application test
PP test
Aptitude tests
LLAMA-F
Ospan tasks
LLAMA-B
LABJ-PA
Research design and procedure
Training procedure
Data analysis
Results
Descriptive statistics
Assessment tests
Aptitude tests
Multiple regression analysis
Discussion
Aptitude-treatment interaction patterns: Roles of MRRA and WMC
Contribution of MRRA over the course of learning
Conclusion
References
The interaction between timing of explicit grammar explanation and individual differences in second language acquisition
1.Introduction
2.Background literature and theoretical motivation
2.1Language learning aptitude in the narrow sense
2.2Working memory
2.3Skill Acquisition Theory
3.The present study
3.1Method
3.1.1Participants
3.1.2Linguistic targets: OV structure and Ser/ Estar
3.1.3Research design
3.1.4Materials
3.1.5Treatment
3.2Instruments
3.2.1Comprehension tests
3.2.2Production test
3.2.3LLAMA F
3.2.4OSPAN
3.3Procedure
3.4Data analysis (Tables in Appendix)
4.Results
4.1OV
4.1.1Comprehension
4.1.2Production
4.1.3GJT
4.2SER
4.2.1Comprehension
4.2.2Production
4.2.3GJT
4.3Summary of results.
4.4Simple linear regression models following significant correlations between IDs and outcome measures
5.Discussion and conclusions
6.Limitations and future directions
7.Conclusion
References
The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback
1.Introduction
2.Literature review
2.1Working memory and its mediating effects on CF
2.2CF timing
2.2.1The concept of CF timing
2.2.2Theoretical perspectives of CF timing
2.2.3Empirical findings of the timing effects of feedback
3.Methodology
3.1Participants
3.2Procedure
3.3Target structure
3.4Treatment tasks
3.4.1Task procedure
3.4.2Task texts
3.5Feedback treatment
3.6Measurements
3.6.1Working memory test
3.6.2Language achievement tests
4.Results
4.1Descriptive statistics
4.2Inferential statistics
5.Discussion
5.1The lack of working memory effects in Task Only
5.2Differential roles of working memory under immediate and delayed CF conditions
6.Conclusion
References
Appendix 1.Minimum and maximum scores of the three components of the working memory test
Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice
1.Introduction
2.Literature review
2.1Working memory
2.2Explicit and implicit L2 knowledge
2.3The role of the central executive in learning L2 grammar
2.4The CE and the development of implicit and explicit grammar knowledge
3.The study
3.1Aims and research questions
3.2Participants
3.3Targeted structure
3.4Data collection and analysis
3.5Findings
4.Discussion
5.Conclusion
Acknowledgements
References
Working memory and planning time as predictors of fluency and accuracy
1.Introduction
1.1Task demands, cognition, and L2 performance.
1.2Working memory and SLA
1.3Planning and SLA
1.4The present study
2.Method
2.1Participants
2.2Instruments
2.3Procedures
3.Results
3.1Descriptive statistics and initial analyses of variables
3.2Planning order/conditions and WMC: Initial analyses
3.3The order of the provision of planning time
3.3.1Descriptive statistics split by planning order
3.3.2Between-groups data analysis without the influence of task repetition
3.3.3Repeated measures analyses: No planning first
3.3.4Repeated measures analyses for participants who began with planning time
3.4Summary of relationship among variables and planning conditions
3.5Working memory
4.Discussion
4.1The influence of task order on learner fluency
4.2Guided and unguided planning as predictors of fluency
4.3Guided and unguided planning as predictors of attempted accuracy
4.4WMC and learner production
4.5Synthesis of results by planning condition and WMC
5.Conclusion
References
Appendix A.Language background questionnaire
Appendix B.Images for story-telling tasks A and B
Appendix C.Instructions for Guided Planning Time
Appendix D.Instructions for Unguided Planning Time
Phonological short-term memory capacity and L2 oral performance
Theoretical background
The relationship between complexity, accuracy, and fluency
The working memory system
CAF and memory capacity
Present study
Methodology
Participants
Instruments
Oral production task
Phonological short-term memory test
Procedure
Scoring
Oral production task
Phonological short-term memory test
Results
Discussion
Conclusion
Funding
Acknowledgements
References
The value of introspective measures in aptitude-treatment interaction researchA window on individual differences in action
Introduction
Review of literature.
The value of introspective measures in feedback research
The value of introspective measures in ATI research
Methods
Participants
Linguistic target
Procedure
Treatments and tests
Concurrent think-alouds
Results and discussion
Right/Wrong-feedback condition
Marvin vs. Henry: Fairly similar on the IDs predicting performance in the Right/Wrong condition, but with different processing and different learning outcomes
Nora: Weaknesses in IDs plus shallow processing confirm the overall ATI patterns
Diagrams-feedback condition
Matt vs. Heath: Fairly similar on the IDs predicting performance in the Diagrams condition, but with different processing and different learning outcomes, possibly related to other IDs
Natalie: IDs might interact and limit one another
Limitations, conclusions, and future research
References
Index.