Bibliografía - Richard L. Sparks

This book presents comprehensive, thorough and updated analyses of key cognitive individual difference factors (e.g., age, intelligence, language aptitude, working memory, metacognition, learning strategies, and anxiety) as they relate to the acquisition, processing, assessment, and pedagogy of second or foreign languages. Critical reviews and in-depth research syntheses of these pivotal cognitive learner factors are put into historical and broader contexts, drawing upon the multiple authors' extensive research experience, penetrating insights and unique perspectives spanning applied linguistics, teacher training, educational psychology, and cognitive science. The carefully crafted chapters provide essential course readings and valuable references for seasoned researchers and aspiring postgraduate students in the broad fields of instructed second language acquisition, foreign language training, teacher education, language pedagogy, educational psychology, and cognitive development.

Contenidos
Frontmatter pdf icon
Acknowledgments pdf icon
Contents pdf icon

Foreword pdf icon
Peter Skehan

1. SLA and Individual Differences: An Overview
Zhisheng (Edward) Wen and Richard L. Sparks

PART I: AGE, INTELLIGENCE, APTITUDE AND AFFECT
2. The Age Factor and the Critical Period Hypothesis
Adriana Biedron

3. Intelligence
Adriana Biedron

4. Foreign Language Aptitude
Adriana Biedron

5. Language Aptitude, Psychological and Affective Factors

Adriana Biedron

PART II: MEMORY, ATTENTION AND NOTICING
6. Phonological and Executive Working Memory
Zhisheng (Edward) Wen

7. Consciousness, Attention and Noticing
Zhisheng (Edward) Wen

PART III: LEARNING STRATEGIES, METACOGNITION AND SELF- REGULATION
8. Language Learning Strategies
Mark Feng Teng

9. Metacognition
Mark Feng Teng

10. Self-Regulation
Mark Feng Teng

PART IV: L2 SKILLS, LEARNING DIFFICULTIES, AND ANXIETY
11. L2 Reading and Writing Skills
Richard L. Sparks

12. L2 Learning Difficulties and Disabilities
Richard L. Sparks

13. L2 Anxiety: An Affective Factor or a Linguistic Variable?
Richard L. Sparks

EPILOGUE
14. Individual Differences in SLA–Looking Back and Looking Forward
Richard Sparks and Zhisheng (Edward) Wen

Author Profiles

Index

This book traces and summarizes the author's theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author's previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

CONTENIDOS

Richard L. Sparks: Introduction and Overview

Part 1: Theoretical Insights into L1-L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH)

1. Richard L. Sparks and Leonore Ganschow: Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

2. Richard L. Sparks and Leonore Ganschow: The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis

3. Richard L. Sparks: Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning

Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer

4. Richard L. Sparks, Jon Patton, Leonore Ganschow, Nancy Humbach and James Javorsky: Long-term Cross-linguistic Transfer of Skills from L1 to L2

5. Richard L. Sparks, Jon Patton and Julie Luebbers: Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2

6. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude, and L2 Proficiency

7. Richard L. Sparks, Jon Patton and Leonore Ganschow: Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study

8. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency

9. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Subcomponents of Second Language Aptitude and Second Language Proficiency

Part 4: L2 Anxiety: Affective Variable or Cognitive Variable?

10. Richard L. Sparks and Leonore Ganschow: Foreign Language Learning Difficulties: Affective or Native Language Aptitude Differences? 

11. Richard L. Sparks and Leonore Ganschow: Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills?

12. Richard L. Sparks and Jon Patton: Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

Part 5: Relationships between L1 and L2 Reading Ability

13. Richard L. Sparks: Language Deficits in Poor L2 Comprehenders: The Simple View

14. Richard L. Sparks, Jon Patton and Julie Luebbers: L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too

15. Richard L. Sparks: Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model

Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement

16. Richard L. Sparks: Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement

Part 7: Epilogue and Future Directions

17. Richard L. Sparks: Conclusion: Toward a Model of Language Aptitude

Appendices

References

Revistas