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1
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Neurology of foreign language aptitude

100%
Biedroń A.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 1
13-40
EN
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
2
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Personality factors as predictors of foreign language aptitude

100%
Biedroń A.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 4
467-489
EN
The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992) as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008). On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009); therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.
3
Publication available in full text mode
Content available

Neurology of foreign language aptitude

100%
Biedroń A.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 1
13-40
EN
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selec ed methodological issues.
4
Publication available in full text mode
Content available

Neurology of foreign language aptitude

100%
Biedroń A.
Studies in Second Language Learning and Teaching
|
2015
|
vol. 5
|
issue 1
13-40
EN
This state-of-the art paper focuses on the poorly explored issue of foreign language aptitude, attempting to present the latest developments in this field and reconceptualizations of the construct from the perspective of neuroscience. In accordance with this goal, it first discusses general directions in neurolinguistic research on foreign language aptitude, starting with the earliest attempts to define the neurological substrate for talent, sources of difficulties in the neurolinguistic research on foreign language aptitude and modern research methods. This is followed by the discussion of the research on the phonology of foreign language aptitude with emphasis on functional and structural studies as well as their consequences for the knowledge of the concept. The subsequent section presents the studies which focus on lexical and morphosyntactic aspects of foreign language aptitude. The paper ends with a discussion of the limitations of contemporary research, the future directions of such research and selected methodological issues.
5
Publication available in full text mode
Content available

Personality factors as predictors of foreign language aptitude

100%
Biedroń A.
Studies in Second Language Learning and Teaching
|
2011
|
vol. 1
|
issue 4
467-489
EN
The study addresses a problem which is inadequately investigated in second language acquisition research, that is, personality predictors of foreign language aptitude. Specifically, it focuses on the Five Factor model which includes Openness to Experience, Conscientiousness, Extraversion, Agreeableness and Neuroticism (Costa & McCrae, 1992) as traits differentiating gifted and nongifted foreign language learners and predicting results of foreign language aptitude tests. Although contemporary researchers generally agree that affect is an important variable in second language acquisition, most empirical studies demonstrate that personality factors are weakly correlated with cognitive abilities and that their contribution to the ultimate attainment is minor (cf. Robinson & Ellis, 2008). On the other hand, these factors constitute an integral part of cognitive ability development (cf. Dörnyei, 2009); therefore, neglecting them in research on foreign language aptitude would be unjustified. The following study is an attempt to analyze the Five Factors in two groups of learners: gifted and nongifted. In order to answer the question as to which and to what extent personality factors have a predictive effect on foreign language aptitude, the results were subjected to a multiple regression analysis. The findings of the study are presented and discussed in a wider context of research on cognitive abilities.
6
Publication available in full text mode
Content available

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

88%
Biedroń A., Pawlak M.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
395-422
EN
While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
7
Publication available in full text mode
Content available

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

88%
Biedroń A., Pawlak M.
Studies in Second Language Learning and Teaching
|
2016
|
vol. 6
|
issue 3
395-422
EN
While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
8
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CZYNNIKI AFEKTYWNE W TEORII I BADANIACH NAD ZDOLNOŚCIAMI JĘZYKOWYMI

75%
Biedroń A.
Neofilolog
|
2019
|
issue 52/1
29-41
EN
There is much controversy surrounding the influence of affect on for-eign language aptitude. In most foreign language aptitude models and tests this factor is treated marginally or it is entirely absent. In research studies, much attention is devoted to individual factors defined in the context of positive psychology, but their relationships with cognitive factors are rarely analyzed. This paper is an attempt to present the role of factors other than cognitive in foreign language aptitude theory and research, selected reasons for their weak position, as well as pedagogical implications and suggestions for further research.
9
Content available remote

Foreign Language Anxiety: The Manifestation of Language Aptitude Differences?

75%
Tóth Z.
Anglica Wratislaviensia
|
2015
|
issue 53
151 - 165
EN
Foreign language anxiety (FLA) is generally considered one of the individual learner variables accounting for differential success in learning a second language (L2). This view of FLA, attributing a primary causal role to anxiety in language achievement, however, is not universally accepted. Some researchers have questioned whether anxiety plays an important role in language learning, suggesting that FLA is more likely to be a consequence rather than a cause of individual differences in L2 achievement. It has been proposed that unexamined language variables may be confounding the issue (Sparks and Ganschow 2007; Sparks and Patton 2013). To test this proposition, the article examines the relationship between FLA and performance on measures of FL proficiency, FL course achievement, and FL aptitude. The participants are Hungarian university students majoring in English (N = 107). The article focuses on the question whether learners with high, average, and low levels of FLA exhibit significant differences on the examined measures, with an aim to establish whether their L2-related anxiety is simply the manifestation of linguistic aptitude differences, and whether FL aptitude is confounding the anxiety-achievement relationship.
10
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ZDOLNOŚCI JĘZYKOWE I INTELIGENCJA W NAUCE JĘZYKA OBCEGO – TEORIA NAUKOWA A PRAKTYKA DYDAKTYCZNA

63%
Biedroń A.
Neofilolog
|
2017
|
issue 48/1
29-40
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.
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