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Cognitive Aptitudes and L2 Speaking Proficiency: Links between LLAMA and HI-LAB
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Granena, Gisela – Studies in Second Language Acquisition, 2019
This study investigated the underlying structure of a set of eight cognitive tests from the two most recent language aptitude test batteries: the LLAMA (Meara, 2005) and the Hi-LAB (Linck et al., 2013) to see whether they had any underlying constructs in common. The study also examined whether any of the observed constructs could predict L2…
Descriptors: Second Language Learning, Intelligence Tests, Memory, Language Aptitude
Corrective Feedback and the Role of Implicit Sequence-Learning Ability in L2 Online Performance
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Granena, Gisela; Yilmaz, Yucel – Language Learning, 2019
This study investigated the relative effectiveness of two instructional interventions (implicit and explicit feedback) as a function of implicit sequence-learning ability. Second language (L2) attainment was measured by means of a self-paced reading task, which shows online sensitivity to language errors. Implicit sequence-learning ability was…
Descriptors: Error Correction, Feedback (Response), Instructional Effectiveness, Intervention
Language Aptitude and Long-Term Achievement in Early Childhood L2 Learners
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Granena, Gisela – Applied Linguistics, 2014
Language aptitude comprises cognitive and perceptual abilities that predispose individuals to learn well or rapidly (Carroll 1981; Doughty et al. 2007) and that can interplay with age by moderating its effects on learning outcomes. Although there is agreement regarding the importance of aptitude, findings have been mixed regarding its role in…
Descriptors: Language Aptitude, Second Language Learning, Grammar, Role
Cognitive Individual Differences as Predictors of Improvement and Awareness under Implicit and Explicit Feedback Conditions
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Yilmaz, Yucel; Granena, Gisela – Modern Language Journal, 2019
The present study investigated a group of cognitive individual differences considered advantageous in second language learning and their role in language learning under implicit and explicit feedback conditions using both language awareness and language development measures. The study further investigated whether different types of awareness are…
Descriptors: Individual Differences, Second Language Learning, Second Language Instruction, Oral Language
Age of Onset, Length of Residence, Language Aptitude, and Ultimate L2 Attainment in Three Linguistic Domains
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Granena, Gisela; Long, Michael H. – Second Language Research, 2013
A study was conducted to identify the scope and timing of maturational constraints in three linguistic domains within the same individuals, as well as the potential mediating roles of amount of second language (L2) exposure and language aptitude at different ages in different domains. Participants were 65 Chinese learners of Spanish and 12 native…
Descriptors: Language Aptitude, Native Speakers, Correlation, Phonology
Age Differences and Cognitive Aptitudes for Implicit and Explicit Learning in Ultimate Second Language Attainment
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Granena, Gisela – ProQuest LLC, 2012
Very high-level, functional ability in foreign languages is increasingly important in many walks of life. It is also very rare, and likely requires an early start and/or a special aptitude. This study investigated the extent to which aptitude for explicit learning, defined as "analytic ability" and aptitude for implicit learning, defined…
Descriptors: Age Differences, Second Language Learning, Chinese, Spanish