Individual Learner Differences in SLA / / ed. by Janusz Arabski, Adam Wojtaszek.
Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread...
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Place / Publishing House: | Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2011] ©2011 |
Year of Publication: | 2011 |
Language: | English |
Series: | Second Language Acquisition
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Individual Learner Differences in SLA / ed. by Janusz Arabski, Adam Wojtaszek. Bristol ; Blue Ridge Summit : Multilingual Matters, [2011] ©2011 1 online resource (344 p.) text txt rdacontent computer c rdamedia online resource cr rdacarrier text file PDF rda Second Language Acquisition Frontmatter -- Contents -- Contributors -- Introduction -- Part 1: Background Assumptions -- Chapter 1. Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict? -- Chapter 2. Research into Language Learning Strategies: Taking Stock and Looking Ahead -- Part 2: Supporting Learner Autonomy -- Chapter 3. Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes -- Chapter 4. Learning Autonomy Support by Foreign Language Teachers -- Chapter 5. Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Language Learning -- Part 3: Learners’ Abilities in Strategy Application -- Chapter 6. The Development of Implicit Knowledge through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction -- Chapter 7. Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English -- Part 4: Experienced Learners -- Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction -- Chapter 9. Challenge or Threat? A Study of Perceived Self-Effi cacy of Polish EFL Teachers -- Chapter 10. Managing Criticism and Praise by Trainee Interpreters: Looking for Gender Differences -- Chapter 11. Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective -- Part 5: Individual Character of Phonological Attainment -- Chapter 12. Regularity and Individual Variation in Native English and Polish Learners’ Wh-Question Suprasegmentals -- Chapter 13. Time-Limited Verbal Fluency Task with Polish−English Unbalanced Bilinguals -- Chapter 14. The Acquisition of English Vowel Length Differences before Word-Final Stops by Greek Learners of English -- Part 6: Focus on Language Skills: Reading and Writing -- Chapter 15. Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest -- Chapter 16. Individual Differences in L2 Readers’ Strategic Behaviour while Performing Reading to Learn Tasks: A Case Study -- Chapter 17. Current Views on Foreign Language Reading Motivation -- Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information -- Chapter 19. Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment -- Chapter 20. Online Revisions in FL Writing. General Rules and Individual Differences restricted access http://purl.org/coar/access_right/c_16ec online access with authorization star Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread. Starting with theoretically-based chapters, the book follows the thread of learner differences through sections devoted to learner autonomy; differentiated application of learning strategies; diagnostic studies of experienced learners’ management of the learning process; and reports on phonological attainment and development of language skills. Rather than providing an overview of all individual variables, the book reveals how some of them shape and affect the processes of language acquisition and use in particular settings. Mode of access: Internet via World Wide Web. In English. Description based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022) LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics. bisacsh SLA. Second Language Acquisition. foreign language learning. individual difference. individual learner differences. individual variables. language instruction. learner autonomy. learner characteristics. learner differences. learning L2. learning strategies. psycholinguistics. Arabski, J., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Arabski, Janusz, editor. edt http://id.loc.gov/vocabulary/relators/edt Ay, S., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bartan, Ö.S., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bedir, H., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Bielska, J., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Chodkiewicz, H., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Gabrys-Barker, D., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Jackiewicz, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Kowal, I., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mozejko, Z.P., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Mystkowska-Wiertelak, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Otwinowska-Kasztelanic, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Pawlak, M., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Piasecka, L., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Piechurska-Kuciel, E., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Porzuczek, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Rojczyk, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Stec, M., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Studenska, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Tsiartsioni, E., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Warchał, K., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Wojtaszek, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Wojtaszek, Adam, editor. edt http://id.loc.gov/vocabulary/relators/edt Wolff, D., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Zalewski, J., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Łyda, A., contributor. ctb https://id.loc.gov/vocabulary/relators/ctb Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2013 9783111024738 Title is part of eBook package: De Gruyter MultiLingual Matters Backlist eBook-Package 2000-2015 9783110663136 Title is part of eBook package: De Gruyter MultiLingual Matters eBook Package Backlist 2000-2014 9783110606713 print 9781847694348 https://doi.org/10.21832/9781847694355 https://www.degruyter.com/isbn/9781847694355 Cover https://www.degruyter.com/document/cover/isbn/9781847694355/original |
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English |
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Arabski, J., Arabski, J., Arabski, Janusz, Arabski, Janusz, Ay, S., Ay, S., Bartan, Ö.S., Bartan, Ö.S., Bedir, H., Bedir, H., Bielska, J., Bielska, J., Chodkiewicz, H., Chodkiewicz, H., Gabrys-Barker, D., Gabrys-Barker, D., Jackiewicz, A., Jackiewicz, A., Kowal, I., Kowal, I., Mozejko, Z.P., Mozejko, Z.P., Mystkowska-Wiertelak, A., Mystkowska-Wiertelak, A., Otwinowska-Kasztelanic, A., Otwinowska-Kasztelanic, A., Pawlak, M., Pawlak, M., Piasecka, L., Piasecka, L., Piechurska-Kuciel, E., Piechurska-Kuciel, E., Porzuczek, A., Porzuczek, A., Rojczyk, A., Rojczyk, A., Stec, M., Stec, M., Studenska, A., Studenska, A., Tsiartsioni, E., Tsiartsioni, E., Warchał, K., Warchał, K., Wojtaszek, A., Wojtaszek, A., Wojtaszek, Adam, Wojtaszek, Adam, Wolff, D., Wolff, D., Zalewski, J., Zalewski, J., Łyda, A., Łyda, A., |
author_facet |
Arabski, J., Arabski, J., Arabski, Janusz, Arabski, Janusz, Ay, S., Ay, S., Bartan, Ö.S., Bartan, Ö.S., Bedir, H., Bedir, H., Bielska, J., Bielska, J., Chodkiewicz, H., Chodkiewicz, H., Gabrys-Barker, D., Gabrys-Barker, D., Jackiewicz, A., Jackiewicz, A., Kowal, I., Kowal, I., Mozejko, Z.P., Mozejko, Z.P., Mystkowska-Wiertelak, A., Mystkowska-Wiertelak, A., Otwinowska-Kasztelanic, A., Otwinowska-Kasztelanic, A., Pawlak, M., Pawlak, M., Piasecka, L., Piasecka, L., Piechurska-Kuciel, E., Piechurska-Kuciel, E., Porzuczek, A., Porzuczek, A., Rojczyk, A., Rojczyk, A., Stec, M., Stec, M., Studenska, A., Studenska, A., Tsiartsioni, E., Tsiartsioni, E., Warchał, K., Warchał, K., Wojtaszek, A., Wojtaszek, A., Wojtaszek, Adam, Wojtaszek, Adam, Wolff, D., Wolff, D., Zalewski, J., Zalewski, J., Łyda, A., Łyda, A., |
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author_sort |
Arabski, J., |
title |
Individual Learner Differences in SLA / |
spellingShingle |
Individual Learner Differences in SLA / Second Language Acquisition Frontmatter -- Contents -- Contributors -- Introduction -- Part 1: Background Assumptions -- Chapter 1. Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict? -- Chapter 2. Research into Language Learning Strategies: Taking Stock and Looking Ahead -- Part 2: Supporting Learner Autonomy -- Chapter 3. Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes -- Chapter 4. Learning Autonomy Support by Foreign Language Teachers -- Chapter 5. Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Language Learning -- Part 3: Learners’ Abilities in Strategy Application -- Chapter 6. The Development of Implicit Knowledge through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction -- Chapter 7. Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English -- Part 4: Experienced Learners -- Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction -- Chapter 9. Challenge or Threat? A Study of Perceived Self-Effi cacy of Polish EFL Teachers -- Chapter 10. Managing Criticism and Praise by Trainee Interpreters: Looking for Gender Differences -- Chapter 11. Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective -- Part 5: Individual Character of Phonological Attainment -- Chapter 12. Regularity and Individual Variation in Native English and Polish Learners’ Wh-Question Suprasegmentals -- Chapter 13. Time-Limited Verbal Fluency Task with Polish−English Unbalanced Bilinguals -- Chapter 14. The Acquisition of English Vowel Length Differences before Word-Final Stops by Greek Learners of English -- Part 6: Focus on Language Skills: Reading and Writing -- Chapter 15. Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest -- Chapter 16. Individual Differences in L2 Readers’ Strategic Behaviour while Performing Reading to Learn Tasks: A Case Study -- Chapter 17. Current Views on Foreign Language Reading Motivation -- Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information -- Chapter 19. Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment -- Chapter 20. Online Revisions in FL Writing. General Rules and Individual Differences |
title_full |
Individual Learner Differences in SLA / ed. by Janusz Arabski, Adam Wojtaszek. |
title_fullStr |
Individual Learner Differences in SLA / ed. by Janusz Arabski, Adam Wojtaszek. |
title_full_unstemmed |
Individual Learner Differences in SLA / ed. by Janusz Arabski, Adam Wojtaszek. |
title_auth |
Individual Learner Differences in SLA / |
title_alt |
Frontmatter -- Contents -- Contributors -- Introduction -- Part 1: Background Assumptions -- Chapter 1. Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict? -- Chapter 2. Research into Language Learning Strategies: Taking Stock and Looking Ahead -- Part 2: Supporting Learner Autonomy -- Chapter 3. Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes -- Chapter 4. Learning Autonomy Support by Foreign Language Teachers -- Chapter 5. Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Language Learning -- Part 3: Learners’ Abilities in Strategy Application -- Chapter 6. The Development of Implicit Knowledge through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction -- Chapter 7. Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English -- Part 4: Experienced Learners -- Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction -- Chapter 9. Challenge or Threat? A Study of Perceived Self-Effi cacy of Polish EFL Teachers -- Chapter 10. Managing Criticism and Praise by Trainee Interpreters: Looking for Gender Differences -- Chapter 11. Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective -- Part 5: Individual Character of Phonological Attainment -- Chapter 12. Regularity and Individual Variation in Native English and Polish Learners’ Wh-Question Suprasegmentals -- Chapter 13. Time-Limited Verbal Fluency Task with Polish−English Unbalanced Bilinguals -- Chapter 14. The Acquisition of English Vowel Length Differences before Word-Final Stops by Greek Learners of English -- Part 6: Focus on Language Skills: Reading and Writing -- Chapter 15. Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest -- Chapter 16. Individual Differences in L2 Readers’ Strategic Behaviour while Performing Reading to Learn Tasks: A Case Study -- Chapter 17. Current Views on Foreign Language Reading Motivation -- Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information -- Chapter 19. Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment -- Chapter 20. Online Revisions in FL Writing. General Rules and Individual Differences |
title_new |
Individual Learner Differences in SLA / |
title_sort |
individual learner differences in sla / |
series |
Second Language Acquisition |
series2 |
Second Language Acquisition |
publisher |
Multilingual Matters, |
publishDate |
2011 |
physical |
1 online resource (344 p.) |
contents |
Frontmatter -- Contents -- Contributors -- Introduction -- Part 1: Background Assumptions -- Chapter 1. Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict? -- Chapter 2. Research into Language Learning Strategies: Taking Stock and Looking Ahead -- Part 2: Supporting Learner Autonomy -- Chapter 3. Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes -- Chapter 4. Learning Autonomy Support by Foreign Language Teachers -- Chapter 5. Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Language Learning -- Part 3: Learners’ Abilities in Strategy Application -- Chapter 6. The Development of Implicit Knowledge through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction -- Chapter 7. Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English -- Part 4: Experienced Learners -- Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction -- Chapter 9. Challenge or Threat? A Study of Perceived Self-Effi cacy of Polish EFL Teachers -- Chapter 10. Managing Criticism and Praise by Trainee Interpreters: Looking for Gender Differences -- Chapter 11. Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective -- Part 5: Individual Character of Phonological Attainment -- Chapter 12. Regularity and Individual Variation in Native English and Polish Learners’ Wh-Question Suprasegmentals -- Chapter 13. Time-Limited Verbal Fluency Task with Polish−English Unbalanced Bilinguals -- Chapter 14. The Acquisition of English Vowel Length Differences before Word-Final Stops by Greek Learners of English -- Part 6: Focus on Language Skills: Reading and Writing -- Chapter 15. Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest -- Chapter 16. Individual Differences in L2 Readers’ Strategic Behaviour while Performing Reading to Learn Tasks: A Case Study -- Chapter 17. Current Views on Foreign Language Reading Motivation -- Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information -- Chapter 19. Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment -- Chapter 20. Online Revisions in FL Writing. General Rules and Individual Differences |
isbn |
9781847694355 9783111024738 9783110663136 9783110606713 9781847694348 |
url |
https://doi.org/10.21832/9781847694355 https://www.degruyter.com/isbn/9781847694355 https://www.degruyter.com/document/cover/isbn/9781847694355/original |
illustrated |
Not Illustrated |
dewey-hundreds |
400 - Language |
dewey-tens |
410 - Linguistics |
dewey-ones |
418 - Standard usage & applied linguistics |
dewey-full |
418.0071 |
dewey-sort |
3418.0071 |
dewey-raw |
418.0071 |
dewey-search |
418.0071 |
doi_str_mv |
10.21832/9781847694355 |
oclc_num |
767855644 |
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Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners of English -- </subfield><subfield code="t">Part 4: Experienced Learners -- </subfield><subfield code="t">Chapter 8. A Study of Gender-Related Levels of Processing Anxieties over Three Years of Secondary Grammar School Instruction -- </subfield><subfield code="t">Chapter 9. Challenge or Threat? A Study of Perceived Self-Effi cacy of Polish EFL Teachers -- </subfield><subfield code="t">Chapter 10. Managing Criticism and Praise by Trainee Interpreters: Looking for Gender Differences -- </subfield><subfield code="t">Chapter 11. Student Needs Assessment in Teaching English at the Tertiary Level: An Individual Learner Differences Perspective -- </subfield><subfield code="t">Part 5: Individual Character of Phonological Attainment -- </subfield><subfield code="t">Chapter 12. Regularity and Individual Variation in Native English and Polish Learners’ Wh-Question Suprasegmentals -- </subfield><subfield code="t">Chapter 13. Time-Limited Verbal Fluency Task with Polish−English Unbalanced Bilinguals -- </subfield><subfield code="t">Chapter 14. The Acquisition of English Vowel Length Differences before Word-Final Stops by Greek Learners of English -- </subfield><subfield code="t">Part 6: Focus on Language Skills: Reading and Writing -- </subfield><subfield code="t">Chapter 15. Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest -- </subfield><subfield code="t">Chapter 16. Individual Differences in L2 Readers’ Strategic Behaviour while Performing Reading to Learn Tasks: A Case Study -- </subfield><subfield code="t">Chapter 17. Current Views on Foreign Language Reading Motivation -- </subfield><subfield code="t">Chapter 18. From Oral Input to Written Output: On Individual Differences in External Storing of Information -- </subfield><subfield code="t">Chapter 19. Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment -- </subfield><subfield code="t">Chapter 20. Online Revisions in FL Writing. General Rules and Individual Differences</subfield></datafield><datafield tag="506" ind1="0" ind2=" "><subfield code="a">restricted access</subfield><subfield code="u">http://purl.org/coar/access_right/c_16ec</subfield><subfield code="f">online access with authorization</subfield><subfield code="2">star</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread. Starting with theoretically-based chapters, the book follows the thread of learner differences through sections devoted to learner autonomy; differentiated application of learning strategies; diagnostic studies of experienced learners’ management of the learning process; and reports on phonological attainment and development of language skills. Rather than providing an overview of all individual variables, the book reveals how some of them shape and affect the processes of language acquisition and use in particular settings.</subfield></datafield><datafield tag="538" ind1=" " ind2=" "><subfield code="a">Mode of access: Internet via World Wide Web.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">In English.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Description based on online resource; title from PDF title page (publisher's Web site, viewed 01. Dez 2022)</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">SLA.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Second Language Acquisition.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">foreign language learning.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">individual difference.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">individual learner differences.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">individual variables.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">language instruction.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">learner autonomy.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">learner characteristics.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">learner differences.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">learning L2.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">learning strategies.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">psycholinguistics.</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Arabski, J., </subfield><subfield code="e">contributor.</subfield><subfield code="4">ctb</subfield><subfield code="4">https://id.loc.gov/vocabulary/relators/ctb</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Arabski, Janusz, </subfield><subfield code="e">editor.</subfield><subfield code="4">edt</subfield><subfield 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