Cognitive-affective profile of gifted adult foreign language learners

Adriana Biedroń

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ISBN/ISSN:

978-83-7467-176-7

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

Rok wydania:

2012

Liczba stron:

267

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Biedroń, Adriana. Cognitive-affective profile of gifted adult foreign language learners. Red. . Słupsk: Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku, 2012, 267 s. ISBN 978-83-7467-176-7

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Biedroń, A.

T1 Cognitive-affective profile of gifted adult foreign language learners

PB Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

PP Słupsk

YR 2012

SN 978-83-7467-176-7

Bibliografia BibTex:

@Book{ 41694, author = "Biedroń, Adriana", editor = "", title = "Cognitive-affective profile of gifted adult foreign language learners", publisher = "Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku", year = "2012", address = "Słupsk", isbn = "978-83-7467-176-7" }

Bibliografia endNote:

TY - BOOK

AU - Biedroń, Adriana

ED -

TI - Cognitive-affective profile of gifted adult foreign language learners

PB - Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

CY - Słupsk

PY - 2012

SN - 978-83-7467-176-7

ER -

Netografia (standard APA):

Biedroń, Adriana. Cognitive-affective profile of gifted adult foreign language learners [baza danych online] Słupsk: Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku, 2012 [dostęp: 03 07 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/cognitive-affective-profile-of-gifted-adult-foreign-language-learners-adriana-biedron-41694.

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Zdolności do nauki języków obcych, należące do grupy specjalnych zdolności poznawczych,stanowią zespół cech, które spośród wszystkich czynników indywidualnych mają największą trafność prognostyczną co do wyniku nauki języka obcego. Pojęcie zdolnoś...

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ISBN/ISSN:

978-83-7467-176-7

DOI:

Wydawnictwo:

Wydawnictwo Naukowe Uniwersytetu Pomorskiego w Słupsku

Rok wydania:

2012

Liczba stron:

267

XML:ISBN/ISSN:

ONIX MARC21

INTRODUCTION10
CHAPTER ONE: HUMAN COGNITIVE ABILITIES - BASIC CONCEPTUAL ISSUES14
Introduction14
1.1. Cognitive ability15
1.2. Intelligence - a general cognitive ability16
1.2.1. Hierarchical models of cognitive abilities17
1.2.2. Carroll's (1993) Cognitive Abilities Model18
1.2.3. Multi-primary-factor models of cognitive abilities20
1.3. Measurement of cognitive abilities22
1.4. Biological basis of abilities24
1.5. Environmental influences27
Conclusion29
CHAPTER TWO: FOREIGN LANGUAGE APTITUDE - A REVIEW OF EMPIRICAL RESEARCH30
Introduction30
2.1. The history of foreign language aptitude research and testing31
2.1.1. Carroll's (1959) foreign language aptitude model31
2.1.2. Pimsleur's (1966) Language Aptitude Battery35
2.1.3. Other classic tests36
2.2. Research in the 1970s and 1980s38
2.3. Controversies surrounding the concept39
2.4. Contemporary models of foreign language aptitude42
2.4.1. Skehan's (1998) Processing Stage Model42
2.4.2. Robinson's (2007) Aptitude Complex Model45
2.4.2.1. Aptitude Complex Hypothesis47
2.4.2.2. Ability Differentiation Hypothesis48
2.4.3. Sternberg's (1998) model of foreign language aptitude as a dynamic concept49
2.5. Contemporary tests of foreign language aptitude51
2.5.1. Cognitive Ability for Novelty in Acquisition of Language51
2.5.2. Llama Language Aptitude Test53
2.5.3. High-Level Language Aptitude Battery53
2.6. Native language abilities and the factor of age in foreign language aptitude54
2.7. Research on foreign language aptitude in Poland60
Conclusion62
CHAPTER THREE: FOREIGN LANGUAGE APTITUDE - FOCUS ON SPECIAL ABILITIES64
Introduction64
3.1. Analytic abilities65
3.1.1. Analytic abilities and learning conditions66
3.1.2. Analytic abilities and metalinguistic abilities67
3.1.3. Analytic abilities and intelligence68
3.2. Memory abilities70
3.2.1. Working memory73
3.2.2. Baddeley's (2003) model of working memory76
3.2.2.1. The central executive77
3.2.2.2. The phonological loop77
3.2.2.3. The visuospatial sketchpad78
3.2.3. The role of working memory in foreign language learning79
3.2.2.4. The episodic buffer79
3.2.4. The neurobiological source of memory differentiation86
3.3. Noticing as foreign language aptitude88
3.3.1. Attention88
3.3.2. Noticing ability90
Conclusion91
CHAPTER FOUR: FOREIGN LANGUAGE APTITUDE - BEYOND COGNITION93
Introduction93
4.1. Personality factors in foreign language aptitude theory94
4.1.1. The Five Factor Model96
4.1.2. Creativity99
4.1.3. Motivation100
4.1.4. Locus of control102
4.1.5. Style of coping with stress104
4.1.6. Emotional intelligence105
4.2. Learning styles and strategies106
4.1.7. Anxiety106
4.3. Autonomy111
4.4. Dynamic systems theory for individual differences112
Conclusion116
CHAPTER FIVE: GIFTED FOREIGN LANGUAGE LEARNERS118
Introduction118
5.1. Giftedness and talent118
5.2. Identification of giftedness120
5.2.1. Children121
5.2.2. Adolescents122
5.2.3. Adults122
5.3. Research on gifted foreign language learners124
5.3.1. Case studies124
5.3.2. Group studies134
5.3.3. Multiple-domain studies138
5.4. Neurology of linguistic giftedness141
5.4.1. Functional differences143
5.4.2. Anatomical differences145
Conclusion147
CHAPTER SIX: EMPIRICAL RESEARCH ON GIFTED FOREIGN LANGUAGE LEARNERS149
Introduction149
6.1. Objectives151
6.2. Hypotheses151
6.3. Subjects153
6.3.1. Gifted L2 learners153
6.4. Procedure155
6.3.2. Non-gifted L2 learners155
6.5. Instruments157
6.6. Results and interpretation164
6.6.1. Foreign language aptitude165
6.6.2. Intelligence and working memory166
6.6.3. Gifted L2 learners' intelligence and the norm168
6.6.4. Gifted versus non-gifted L2 learners' cognitive factors173
6.6.5. Personality factors174
6.6.6. Gifted versus non-gifted L2 learners' personality factors176
6.6.7. Learning styles177
6.6.8. Gifted versus non-gifted L2 learners' learning styles178
6.6.9. Predictors of foreign language aptitude180
6.6.10. The cognitive-affective profile of the gifted L2 learners193
6.6.11. Gifted L2 learners - three case studies197
6.7. Discussion203
6.8. Limitations of the study214
Conclusion217
CONCLUSIONS AND IMPLICATIONS218
REFERENCES225
APPENDICES257
STRESZCZENIE264

gencestheoryincludesten

5primaryabilities:linguistic,logical-mathematical,spatial,

musical,bodily-kinaesthetic,interpersonal,intrapersonal,naturalist,spiritualandexis-

tential.Theexistenceofthelasttwoisspeculative.Basically,thetheoryaimsatidenti-

fyingaperson’sprofileofnaturalcompetenciesandtryingbothtodeveloptheseand

improveweakpoints.Thistheoryhasbeengainingincreasingpopularity,especially

amongeducatorsandforeignlanguagepedagogues.Nevertheless,ithasmetwithstrong

criticismfromprofessionalintelligenceresearchersand,consequently,israrelytreated

asatrulyscientifictheoryofhumanabilityforanumberofreasons.Firstofall,sinceits

emergencein1983,noempiricaltestsofthetheoryhavebeenpublished.Secondly,the

theoreticalbasisofthetheoryishighlyselectiveandnotrelatedtoresearchintointelli-

gence.Thirdly,theinclusionofsuccessiveintelligencesbyitsauthorcastsdoubtasto

whethertheyareintelligences,orratherspecificabilitiesorinterests.Moreover,the

theorylackspsychometricallystrongassessments,withoutwhichitcannotbevalidated

(Sternberg,2004;Nęcka,2003).

Sternberg,apersistentopponentofthetraditional,psychometricnotionofintelli-

genceandspecificabilities(1985,1990,1997,1998,2002,2004)proposedaTriarchic

TheoryofHumanIntelligence.TosomeextentitissimilartoGardner’stheoryofMulti-

pleIntelligences(1983),butitproposesthattherearethreeparticularlyimportantas-

pectsofabilities:analyticabilitiesusedinanalysing,judging,comparingandcon-

trasting;creativeabilitiesusedincreating,inventinganddiscovering;andpractical

abilitiesusedtoimplementourknowledge.Thistheory,astheauthorclaims,mightbe

usefulasabasisformatchingabilities,instructionandassessment.Thetheorycomprises

threesubtheories:thecomponential,theexperientialandthecontextual.Thecomponen-

tialtheorydescribesprocessesinvolvedinhumanabilities.Thereare:metacomponent

processesincludingexecutiveprocessesusedtoplan,monitorandevaluateone’sactivi-

ties,performanceprocesses,whichincludeencodingstimuli,inferringrelationsbetween

stimuliandapplyingrules;andknowledge-acquisitionprocesses,whichencompass

selectiveencoding,comparisonandcombinationofinformation.Sternbergfoundthat

moreintelligentpeoplespendmoretimeonmetacomponentialplanningthanlessintelli-

gentones.Thegfactormightbeplacedwithinthegroupofmetacomponentprocesses.

Theexperientialsubtheoryreferstothelevelsofexperiencerelevanttointelligence,

namelynoveltyandautomatisation.Newactivitiesandproblemsrequireacquiringnew

skillsthatarefirstcontrolledandonlylaterbecomeautomatised.Automatisationconsti-

tutesadifferencebetweenanoviceandanexpert.Finally,thecontextualsubtheory

approachesthecomponentsofintelligencefromtheadaptationperspective.Peopleusu-

allytrytoadapttotheexistingenvironmentorchooseanewone(Sternberg,1997).

Thus,thismodeldefinesabilitiesasaconglomerateofknowledge,cognitivestrategies

———

5Originally,thereweresevenintelligences.Thelastthree:naturalist,spiritualandexistentialwere

addedlater(Gardner,1999).

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