Individual differences in first and second language ultimate attainment and their causes
著者
書誌事項
Individual differences in first and second language ultimate attainment and their causes
（Currents in language learning series / series editor Nick C. Ellis）
Wiley, c2019
大学図書館所蔵 全2件
注記
Includes bibliographical references and index
内容説明・目次
内容説明
Most language acquisition researchers assume, either implicitly or explicitly, that all first language learners converge on the same grammar. This outcome contrasts sharply with the outcome of L2 acquisition, which is characterized by large individual differences, particularly in adult learners. Futhermore, adult learners rarely, if ever, attain native-like competence. In this issue, eminent scholars from both first and second language acquisition investigate potential causes of individual differences in ultimate attainment. In doing so, they challenge the concept of nativeness and the role of the native speaker in ultimate attainment, they provide further insight into how cognitive ability affects acquisition and attainment, and they problematize the role of time and temporal grainsize in studying ultimate attainment. Taken together, the work presented in this issue provides expectations and lays out the challenges before us on the road to understanding the caues of individual differences in ultimate attainment.
目次
Sible Andringa and Ewa Dabrowska
Individual Differences in First and Second Language
Ultimate Attainment and Their Causes..................................................................................5-12
Patricia J. Brooks and Vera Kempe
More Is More in Language Learning:
Reconsidering the Less-Is-More Hypothesis...........................................................................13-41
Maja Curcic, Sible Andringa, and Folkert Kuiken
The Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processsing................42-71
Ewa Dabrowska
Experience, Aptitude, and Individual Differences in Linguistic Attainment:
A Comparison of Native and Nonnative Speakers....................................................................72-100
Catherine J. Doughty
Cognitive Language Aptitude...............................................................................................101-126
Gisela Granena and Yucel Yilmaz
Corrective Feedback and the Role of Implicit Sequence-Learning Ability
in L2 Online Performace.....................................................................................................127-156
Jan H. Hulstijn
An Individual-Differences Framework for Comparing Nonnative with Native Speakers:
Perspectives From BLC Theory............................................................................................157-183
Wander M. Lowie and Marjolijn H. Verspoor
Individual Differences and the Ergodicity Problem..................................................................184-206
Simone E. Pfenninger and David Singleton
Starting Age Overshadowed: The Primacy of Differential Environmental and Family
Support Effects on Second Language Attainment in an Instructional Context.............................207-234
Index..............................................................................................................................235-236
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