ZDOLNOŚCI JĘZYKOWE I INTELIGENCJA W NAUCE JĘZYKA OBCEGO – TEORIA NAUKOWA A PRAKTYKA DYDAKTYCZNA

• Authors: Biedroń Adriana

Title variants

EN

Foreign language aptitude and intelligence in foreign language learning – theory and practice

• Languages of publication: PL

Abstracts

EN

This paper is an attempt to shed light on cognitive factors in second language learning which are considered hardly modifiable, namely intelligence and foreign language aptitudes, including working memory. At first, each of the factors will be defined, the main research findings will briefly be outlined and some controversies and stereotypes surrounding the constructs will be presented. Next, the interface between research into these factors and teaching practice will be discussed. In particular, we will refer to ability training, aptitude-treatment-interaction and pedagogical suggestions concerning teaching mixed-ability classes.

Keywords

PL

czynniki poznawcze; inteligencja; zdolności językowe; nauka języka obcego

EN

cognitive factors; intelligence; foreign language aptitude; foreign language learning

• Publisher: Polskie Towarzystwo Neofilologiczne
• Journal: Neofilolog
• Year: 2017
• Issue: 48/1
• Pages: 29-40

Dates

published

2017

Contributors

author

Biedroń Adriana

• Akademia Pomorska w Słupsku

References

• Biedroń, A. 2012. Cognitive-affective profile of gifted adult foreign language learners. Słupsk: Wydawnictwo Naukowe Akademii Pomorskiej w Słupsku.
• Biedroń, A. 2016. „Rola pamięci roboczej w nauce języka obcego i wielojęzyczności”. Neofilolog, 47(2): 205-218.
• Biedroń, A. i M. Pawlak. 2016. „The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality”. Studies in Second Language Learning and Teaching SSLLT, 6(3): 395-422.
• Birdsong, D. i A. Biedroń (w druku). „Highly proficient and gifted bilinguals”. (w) The handbook of bilingualism. (red. L. Ortega i A. De Houver). Cambridge: Cam-bridge University Press.
• Carroll, J. B. 1993. Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press.
• Carroll, J. B. i S. M. Sapon. 1959. Modern Language Aptitude Test. San Antonio, Tx: The Psychological Corporation.
• Christiner, M. & S. M. Reiterer. 2013. „Song and speech: examining the link between singing talent and speech imitation ability”. Frontiers in Psychology (Cognitive Science), 4(874): 1-11.
• Doughty, C. J., Campbell, S. G., Mislevy, M. A., Bunting, M. F., Bowles, A. R. i J. T. Koeth. 2010. „Predicting near-native ability: The factor structure and reliability of Hi-LAB”. (w) Selected proceedings of the 2008 Second Language Research Forum. (red. M. T. Prior, Y. Watanabe i S-K. Lee). Somerville, MA: Cascadilla Proceedings Project, str. 10-31. http://www.lingref.com, document #2382 (DW 20.05.2015).
• Doughty, C., Clark, M., Cook, S. i M. Tare. 2013. „Needs analysis for tailored training (TTO 1004). CASL technical report”. College Park, MD: Center for Advanced Study of Language.
• Dörnyei, Z., P. Skehan. 2003. „Individual differences in second language learning”. (w) The handbook of second language acquisition. (red. C. J. Doughty i M. H. Long). Malden, MA: Blackwell Publishing, str. 589-630.
• Ellis, M. 2011. „Zastosowanie dialogu dydaktycznego w pracy z uczniami gimnazjum o niskich zdolnościach językowych”. (w) Nauczanie języka obcego a specyficzne potrzeby uczących się. O kompetencjach, motywowaniu i strategiach. (red. J. Knieja i S. Piotrowski). Lublin: Towarzystwo Naukowe KUL, str. 169-181.
• Erard, M. 2012. Babel no more. In search for the world’s most extraordinary language learners. New York, NY: Free Press.
• Eysenck, H. J. i S. J. Schoenthaler. 1997. „Raising IQ level by vitamins and mineral supplementation”. (w) Intelligence, heredity, and environment. (red. R. J. Sternberg i E. Grigorenko). Cambridge: Cambridge University Press, str. 363-392.
• Gardner, H. 1983. Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
• Gathercole, S. 2014. „Working memory training, what training?”. Paper presented at the International Conference on Working Memory, Cambridge.
• Granena, G. 2013. „Reexamining the robustness of aptitude in second language acquisition”. (w) Sensitive periods, language aptitude, and ultimate L2 attainment. (red. G. Granena i M. H. Long). Amsterdam: John Benjamins, str. 179-204.
• Gregersen, T. i P. D. MacIntyre. 2014. Capitalizing on language learners' individuality. From premise to practice. Bristol: Multilingual Matters.
• Golestani, N., Price, C. J. i S. K. Scott. 2011. „Born with an ear for dialects? Structural plasticity in the expert phonetician brain”. Journal of Neuroscience, 31(11): 4213-4220.
• Holmes, J. i S. E. Gathercole. 2014. „Taking working memory training from the labor-atory into schools”. Educational Psychology: An International Journal of Ex-perimental Educational Psychology, 34(4): 440-450.
• Hyltenstam, K. 2016a. „The exceptional ability of polyglots to achieve high-level proficiency in numerous languages”. (w) Advanced proficiency and excep-tional ability in second language. (red. K. Hyltenstam). Boston/Berlin: Mouton de Gruyter, str. 241-272.
• Hyltenstam, K. 2016b. „The polyglot – an initial characterization on the basis of multi-ple anecdotal accounts”. (w) Advanced proficiency and exceptional ability in second language. (red. K. Hyltenstam). Boston/Berlin: Mouton de Gruyter, str. 215-240.
• Jaeggi, S. M., Buschkuehl, M., Jonides, J. i W. J. Perrig. 2008. „Improving fluid intelli-gence with training on working memory”. Proceedings of the National Acade-my of Sciences, 105(19): 6829-6833. www.pnas.org_cgi_doi_10.1073_pnas.0801268105.
• Jensen, A. R. 1997. „The puzzle of nongenetic variance”. (w) Intelligence, heredity, and environment. (red. R. J. Sternberg i E. L. Grigorenko ). Cambridge: Cam-bridge University Press, str. 42-88.
• Li, S. 2015. „The associations between language aptitude and second language grammar acquisition: A meta-analytic review of five decades of research”. Applied Linguistics, 36(3): 385-408.
• Linck, J. A., Hughes, M. M., Campbell, S. G., Silbert, N. H., Tare, M., Jackson, S. R. i C. J. Doughty. 2013. „Hi-LAB: A new measure of aptitude for high-level language proficiency”. Language Learning, 63(30): 530-566.
• Linck, J. A., Osthus, P., Koeth, J. T. i M. F. Bunting. 2014. „Working memory and second language comprehension and production: A meta-analysis”. Psychonomic Bulletin & Review, 21(4): 861-883.
• Long, M. H. 2013. „Maturational constraints on child and adult SLA”. (w) Sensitive periods, language aptitude, and ultimate L2 attainment. (red. G. Granena i M. H. Long). Amsterdam: John Benjamins, str. 3-41.
• Melby-Lervåg, M. i C. Hulme. 2013. „Is working memory training effective? A meta-analytic review”. Developmental Psychology, 49(2): 270-91.
• Moyer, A. 2014. „What’s age got to do with it? Accounting for individual factors in second language accent”. Studies in Second Language Learning and Teaching. Special issue: Age and more, 4(3): 443-464.
• Muñoz, C. i D. Singleton. 2011. „A critical review of age-related research on L2 ulti-mate attainment”. Language Teaching, 44(1): 1-35.
• Plomin, R. i J. Deary. 2015. „Genetics and intelligence differences: five special find-ings”. Molecular Psychiatry, 20: 98-108.
• Redick, T. S. 2015. „Working memory training and interpreting interactions in intelli-gence interventions”. Intelligence, 50: 14-20.
• Reiterer, S. M., Pereda, E. i J. Bhattacharya. 2011. „On a possible relationship be-tween linguistic expertise and EEG gamma band phase synchrony”. Frontiers in Psychology, 2(334): 1-11.
• Robinson, P. 2002. „Learning conditions, aptitude complexes and SLA: A framework for research and pedagogy”. (w) Individual differences and instructed language learning. (red. P. Robinson). Philadelphia, PA: John Benjamins, str. 113-133.
• Sasaki, M. 1996. Second language proficiency, foreign language aptitude, and intelli-gence. Quantitative and qualitative analyses. New York, NY: Peter Lang Publishing.
• Singleton, D. 2014. „Apt to change: The problematic of language awareness and language aptitude in age-related research”. Studies in Second Language Learning and Teaching, 4: 557-571.
• Skehan, P. 1998. A cognitive approach to language learning. Oxford: Oxford University Press.
• Skehan, P. 2002. „Theorising and updating aptitude”. (w) Individual differences and instructed language learning. (red. P. Robinson). Philadelphia, PA: John Ben-jamins, str. 169-95.
• Skehan, P. 2015. „Working memory and second language performance: A commentary”. (w) Working memory in second language acquisition and processing. (red. Z. E. Wen, M. B. Mota i A. McNeill). Bristol: Multilingual Matters, str. 189-204.
• Skehan, P. 2016. „Foreign language aptitude”. (w) Cognitive individual differences in L2 processing and acquisition. (red. G. Granena, D. O. Jackson i Y. Yilmaz). Amsterdam: John Benjamins, str. 381-395.
• Söderqvist, S. i S. Nutley. 2015. Cogmed Working Memory Training. Claims & Evidence, Complete Version. Pearson Clinical Assessment.
• Sparks, R. L., Patton, J., Ganschow, L., Humbach, N. i J. Javorsky. 2006. „Native lan-guage predictors of foreign language proficiency and foreign language apti-tude”. Annals of Dyslexia, 56, 129-160.
• Sternberg, R. J. 2002. „The theory of Successful Intelligence and its implications for language aptitude testing”. (w) Individual differences and instructed language learning. (red. P. Robinson). Philadelphia, PA: John Benjamins, str. 13-43.
• Sternberg, R. J. i E. L. Grigorenko. 1997. (red.). Intelligence, heredity, and environ-ment. Cambridge: Cambridge University Press.
• Sternberg, R. J. i E. L. Grigorenko. 2000. Teaching for successful intelligence. Arlington Heights, IL: Skylight Training and Publishing.
• Tare, M., Bonilla, C., Vatz, K., Clark, M., Linck, J. i C. J. Doughty. 2014. Building a lan-guage learner’s profile. Characteristics which inform training and pedagogy. University of Maryland Center for Advanced Study of Language.
• Thompson, A. S. 2013. „The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual dichotomy”. Modern Language Journal, 97: 685-701.
• Vatz, K., Tare, M., Jackson, S. R. i C. Doughty. 2013. „Aptitude-treatment interaction in second language acquisition: Findings and methodology”. (w) Sensitive peri-ods, language aptitude, and ultimate L2 attainment. (red. G. Granena i M. H. Long). Amsterdam: John Benjamins, str. 273-292.
• Wen, Z. E. 2016. Working memory and second language learning: Towards an inte-grated approach. Bristol: Multilingual Matters.
• Wen, Z. E., Biedroń, A. i P. Skehan. 2016. „Foreign language aptitude theory: Yester-day, today and tomorrow”. Language Teaching, 50(1): 1-31.

Identifiers

ISSN

1429-2173