Aptitude-Treatment Interaction in Second Language Learning.

• Superior document: Benjamins Current Topics Series ; v.116
• Author: DeKeyser, Robert M.
• Place / Publishing House: Amsterdam/Philadelphia : : John Benjamins Publishing Company,, 2021.; ©2021.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Benjamins Current Topics Series
• Physical Description: 1 online resource (210 pages)

The kinds of findings documented in this volume contribute to a scientific basis for the art of language teaching that will become increasingly useful as emerging technologies make adaptation to individuals and groups more feasible. Originally published as special issue of Journal of Second Language Studies 2:2 (2019).

Table of Contents

Intro -- Aptitude-Treatment Interaction in Second Language Learning -- Editorial page -- Title page -- Copyright page -- Table of contents -- Aptitude-treatment interaction in second language learning -- References -- Individualization of practice distribution in second language grammar learningThe role of metalinguistic rule rehearsal ability and working memory capacity -- The effects of shorter-spaced and longer-spaced learning -- Aptitude complexes and L2 grammar learning -- Aptitude complex for different L2 learning stages -- The present study -- Methods -- Participants -- Instruments -- Target structures -- Assessment tests -- Rule-application test -- PP test -- Aptitude tests -- LLAMA-F -- Ospan tasks -- LLAMA-B -- LABJ-PA -- Research design and procedure -- Training procedure -- Data analysis -- Results -- Descriptive statistics -- Assessment tests -- Aptitude tests -- Multiple regression analysis -- Discussion -- Aptitude-treatment interaction patterns: Roles of MRRA and WMC -- Contribution of MRRA over the course of learning -- Conclusion -- References -- The interaction between timing of explicit grammar explanation and individual differences in second language acquisition -- 1.Introduction -- 2.Background literature and theoretical motivation -- 2.1Language learning aptitude in the narrow sense -- 2.2Working memory -- 2.3Skill Acquisition Theory -- 3.The present study -- 3.1Method -- 3.1.1Participants -- 3.1.2Linguistic targets: OV structure and Ser/ Estar -- 3.1.3Research design -- 3.1.4Materials -- 3.1.5Treatment -- 3.2Instruments -- 3.2.1Comprehension tests -- 3.2.2Production test -- 3.2.3LLAMA F -- 3.2.4OSPAN -- 3.3Procedure -- 3.4Data analysis (Tables in Appendix) -- 4.Results -- 4.1OV -- 4.1.1Comprehension -- 4.1.2Production -- 4.1.3GJT -- 4.2SER -- 4.2.1Comprehension -- 4.2.2Production -- 4.2.3GJT -- 4.3Summary of results.

4.4Simple linear regression models following significant correlations between IDs and outcome measures -- 5.Discussion and conclusions -- 6.Limitations and future directions -- 7.Conclusion -- References -- The associations between individual differences in working memory and the effectiveness of immediate and delayed corrective feedback -- 1.Introduction -- 2.Literature review -- 2.1Working memory and its mediating effects on CF -- 2.2CF timing -- 2.2.1The concept of CF timing -- 2.2.2Theoretical perspectives of CF timing -- 2.2.3Empirical findings of the timing effects of feedback -- 3.Methodology -- 3.1Participants -- 3.2Procedure -- 3.3Target structure -- 3.4Treatment tasks -- 3.4.1Task procedure -- 3.4.2Task texts -- 3.5Feedback treatment -- 3.6Measurements -- 3.6.1Working memory test -- 3.6.2Language achievement tests -- 4.Results -- 4.1Descriptive statistics -- 4.2Inferential statistics -- 5.Discussion -- 5.1The lack of working memory effects in Task Only -- 5.2Differential roles of working memory under immediate and delayed CF conditions -- 6.Conclusion -- References -- Appendix 1.Minimum and maximum scores of the three components of the working memory test -- Verbal working memory as a predictor of explicit and implicit knowledge of English passive voice -- 1.Introduction -- 2.Literature review -- 2.1Working memory -- 2.2Explicit and implicit L2 knowledge -- 2.3The role of the central executive in learning L2 grammar -- 2.4The CE and the development of implicit and explicit grammar knowledge -- 3.The study -- 3.1Aims and research questions -- 3.2Participants -- 3.3Targeted structure -- 3.4Data collection and analysis -- 3.5Findings -- 4.Discussion -- 5.Conclusion -- Acknowledgements -- References -- Working memory and planning time as predictors of fluency and accuracy -- 1.Introduction -- 1.1Task demands, cognition, and L2 performance.

1.2Working memory and SLA -- 1.3Planning and SLA -- 1.4The present study -- 2.Method -- 2.1Participants -- 2.2Instruments -- 2.3Procedures -- 3.Results -- 3.1Descriptive statistics and initial analyses of variables -- 3.2Planning order/conditions and WMC: Initial analyses -- 3.3The order of the provision of planning time -- 3.3.1Descriptive statistics split by planning order -- 3.3.2Between-groups data analysis without the influence of task repetition -- 3.3.3Repeated measures analyses: No planning first -- 3.3.4Repeated measures analyses for participants who began with planning time -- 3.4Summary of relationship among variables and planning conditions -- 3.5Working memory -- 4.Discussion -- 4.1The influence of task order on learner fluency -- 4.2Guided and unguided planning as predictors of fluency -- 4.3Guided and unguided planning as predictors of attempted accuracy -- 4.4WMC and learner production -- 4.5Synthesis of results by planning condition and WMC -- 5.Conclusion -- References -- Appendix A.Language background questionnaire -- Appendix B.Images for story-telling tasks A and B -- Appendix C.Instructions for Guided Planning Time -- Appendix D.Instructions for Unguided Planning Time -- Phonological short-term memory capacity and L2 oral performance -- Theoretical background -- The relationship between complexity, accuracy, and fluency -- The working memory system -- CAF and memory capacity -- Present study -- Methodology -- Participants -- Instruments -- Oral production task -- Phonological short-term memory test -- Procedure -- Scoring -- Oral production task -- Phonological short-term memory test -- Results -- Discussion -- Conclusion -- Funding -- Acknowledgements -- References -- The value of introspective measures in aptitude-treatment interaction researchA window on individual differences in action -- Introduction -- Review of literature.

The value of introspective measures in feedback research -- The value of introspective measures in ATI research -- Methods -- Participants -- Linguistic target -- Procedure -- Treatments and tests -- Concurrent think-alouds -- Results and discussion -- Right/Wrong-feedback condition -- Marvin vs. Henry: Fairly similar on the IDs predicting performance in the Right/Wrong condition, but with different processing and different learning outcomes -- Nora: Weaknesses in IDs plus shallow processing confirm the overall ATI patterns -- Diagrams-feedback condition -- Matt vs. Heath: Fairly similar on the IDs predicting performance in the Diagrams condition, but with different processing and different learning outcomes, possibly related to other IDs -- Natalie: IDs might interact and limit one another -- Limitations, conclusions, and future research -- References -- Index.