Routledge Handbook of Second Language Acquisition and Individual Differences
portes grátis
Routledge Handbook of Second Language Acquisition and Individual Differences
Li, Shaofeng; Papi, Mostafa; Hiver, Phil
Taylor & Francis Ltd
05/2022
518
Dura
Inglês
9781032219141
15 a 20 dias
1640
Descrição não disponível.
Foreword Part 1 Introduction 1 Individual Differences in Second Language Acquisition: Theory, Research, and Practice Part 2 Cognitive Differences 2 Explicit and Implicit Language Aptitudes 3 Working Memory 4 Declarative and Procedural Memory as Predictors of Second Language Development 5 Learning Styles and Strategies 6 Metacognition Part 3 Conative Differences 7 Motivation 8 Mindsets 9 Goal Complexes 10 Willingness to Communicate Part 4 Affective Differences 11 Anxiety 12 Enjoyment 13 Self-Efficacy 14 Learner Beliefs Part 5 Sociocultural and Demographic Differences 15 Identity 16 Age Part 6 Individual Difference Factors for Aspects of Second Language Learning 17 Individual Difference Factors for Second Language Pronunciation 18 Individual Difference Factors for Second Language Vocabulary 19 Individual Difference Factors for Second Language Grammar 20 Individual Difference Factors for Second Language Pragmatics 21 Individual Difference Factors for Second Language Listening 22 Individual Difference Factors for Second Language Speaking 23 Individual Difference Factors for Second Language Reading 24 Individual Difference Factors for Second Language Writing Part 7 Research Methods 25 Surveys 26 Narrative Methods 27 Ethnography 28 Eye-Tracking 29 Psychometric Assessments 30 Measures of Implicit Attitudes 31 Methods for Complexity Theory in Individual Differences Research 32 Structural Equation Modeling and Factor Analysis
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individual difference factors;construct validity;theories of individual differences;cognitive;affective;conative;socio-demographic variation;implicit aptitude;explicit aptitude;cognitive abilities;second language acquisition;language aptitude;CDST;memory span tasks;correlations;procedural memory;declarative memory;learning style;style-stretching;strategy instruction;young learners;second language teaching;self-regulated learning;metacognitive instruction;language learning success;motivational constructs;motivational theory;motivation-learning interface;language beliefs;implicit theories;mindsets;cultural influences on motivation;Self-Determination Theory;achievement motives;achievement goals;goal complexes;second language;dynamic perspectives;situated perspectives;individual traits;dynamic systems;methods;learner-factors;emotion;language learning;motivation;enjoyment;learner emotions;innovative teaching;language skills;learning strategies;efficacy-building experiences;self-efficacy;sociocultural theory;cognition;social theory;gender;race;investment;identity;social class;unfalsifiability;critical period;macro-variable;context of learning;L2 speech production;L2 speech perception;L2 pronunciation;word learning;aptitude-treatment interaction;explicit and implicit knowledge and learning;cognitive aptitude;age of onset;L2 grammar learning;L2 proficiency;pragmatic competence;pragmatics;listening anxiety;listening strategies;second language listening;anxiety;age;willingness to communicate;working memory;L2 speaking;metacognition;phonological awareness;learner beliefs;aptitude;data collection methods;data analysis;sampling;quality control issues;survey research;paradigmatic analysis;narrative of analysis;analysis of narratives;individual differences;narrative;interviews;observations;fieldnotes;sociocultural context;ethnography;attention;cognitive effort;eye-movements;eye-tracking;test theory;psychometric assessment;implicit attitudes;validity;Implicit Association Test;IAT;complexity theory;research design;research methodology;complex systems research;reliability;model-data fit evaluation;parameter estimation;observed variable;latent variable;Language Listening;Foreign Language Classroom Anxiety Scale;L2 Learner;Aptitude Treatment Interaction;Negative Relationship;SLA Research;WM;EFL Learner;Language Analytic Ability;L2 Writing;L2 English Learner;L2 Speaker;L2 Motivation Research;Id Variable;Write CF;L2 Acquisition;Language Learning Beliefs;Language Learning Strategy;Korean Middle School Students
Foreword Part 1 Introduction 1 Individual Differences in Second Language Acquisition: Theory, Research, and Practice Part 2 Cognitive Differences 2 Explicit and Implicit Language Aptitudes 3 Working Memory 4 Declarative and Procedural Memory as Predictors of Second Language Development 5 Learning Styles and Strategies 6 Metacognition Part 3 Conative Differences 7 Motivation 8 Mindsets 9 Goal Complexes 10 Willingness to Communicate Part 4 Affective Differences 11 Anxiety 12 Enjoyment 13 Self-Efficacy 14 Learner Beliefs Part 5 Sociocultural and Demographic Differences 15 Identity 16 Age Part 6 Individual Difference Factors for Aspects of Second Language Learning 17 Individual Difference Factors for Second Language Pronunciation 18 Individual Difference Factors for Second Language Vocabulary 19 Individual Difference Factors for Second Language Grammar 20 Individual Difference Factors for Second Language Pragmatics 21 Individual Difference Factors for Second Language Listening 22 Individual Difference Factors for Second Language Speaking 23 Individual Difference Factors for Second Language Reading 24 Individual Difference Factors for Second Language Writing Part 7 Research Methods 25 Surveys 26 Narrative Methods 27 Ethnography 28 Eye-Tracking 29 Psychometric Assessments 30 Measures of Implicit Attitudes 31 Methods for Complexity Theory in Individual Differences Research 32 Structural Equation Modeling and Factor Analysis
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
individual difference factors;construct validity;theories of individual differences;cognitive;affective;conative;socio-demographic variation;implicit aptitude;explicit aptitude;cognitive abilities;second language acquisition;language aptitude;CDST;memory span tasks;correlations;procedural memory;declarative memory;learning style;style-stretching;strategy instruction;young learners;second language teaching;self-regulated learning;metacognitive instruction;language learning success;motivational constructs;motivational theory;motivation-learning interface;language beliefs;implicit theories;mindsets;cultural influences on motivation;Self-Determination Theory;achievement motives;achievement goals;goal complexes;second language;dynamic perspectives;situated perspectives;individual traits;dynamic systems;methods;learner-factors;emotion;language learning;motivation;enjoyment;learner emotions;innovative teaching;language skills;learning strategies;efficacy-building experiences;self-efficacy;sociocultural theory;cognition;social theory;gender;race;investment;identity;social class;unfalsifiability;critical period;macro-variable;context of learning;L2 speech production;L2 speech perception;L2 pronunciation;word learning;aptitude-treatment interaction;explicit and implicit knowledge and learning;cognitive aptitude;age of onset;L2 grammar learning;L2 proficiency;pragmatic competence;pragmatics;listening anxiety;listening strategies;second language listening;anxiety;age;willingness to communicate;working memory;L2 speaking;metacognition;phonological awareness;learner beliefs;aptitude;data collection methods;data analysis;sampling;quality control issues;survey research;paradigmatic analysis;narrative of analysis;analysis of narratives;individual differences;narrative;interviews;observations;fieldnotes;sociocultural context;ethnography;attention;cognitive effort;eye-movements;eye-tracking;test theory;psychometric assessment;implicit attitudes;validity;Implicit Association Test;IAT;complexity theory;research design;research methodology;complex systems research;reliability;model-data fit evaluation;parameter estimation;observed variable;latent variable;Language Listening;Foreign Language Classroom Anxiety Scale;L2 Learner;Aptitude Treatment Interaction;Negative Relationship;SLA Research;WM;EFL Learner;Language Analytic Ability;L2 Writing;L2 English Learner;L2 Speaker;L2 Motivation Research;Id Variable;Write CF;L2 Acquisition;Language Learning Beliefs;Language Learning Strategy;Korean Middle School Students
