Taal, Muziek en Werkgeheugen

2005 ◽  
Vol 73 ◽  
pp. 111-121 ◽  
Author(s):  
Pablo Irizarri van Suchtelen
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Secondary School ◽  
Musical Experience ◽  
Processing Capacity ◽  
Linguistic Processing ◽  
Linguistic Information ◽  
Language And Music

The present research addressed the question: "Is there a relationship between individual differences in aptitude for processing musical information and individual differences in aptitude for processing linguistic information?" An extensive exploration of linguistic and musical theory, aptitude studies, and the literature on the processing of language and music, led the author to believe that a relationship between linguistic and musical forms of aptitude could be found in aspects of working memory. Four tests were designed to measure an individual's working memory spans for linguistic and musical processing. The results of 70 participants from a secondary school on these tests and on a French listening examination were compared. Significant correlations were indeed found between the scores on these five measures. Furthermore, the complexity of the information to be processed, the musical experience of the participants and other factors were found to have an effect on correlations. Especially at higher levels of processing, musical and linguistic processing capacity seem to be associated. No definitive conclusions could be drawn, among other thing because of the 1OW reliability of two of the tests, but the results do encourage further research into this relatively new area in second language acquisition.

scholarly journals Studying individual differences in the social environment to better understand language learning and processing

2016 ◽  
Vol 2 (s1) ◽  
Author(s):  
Shiri Lev-Ari
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Social Environment ◽  
Native Speakers ◽  
Linguistic Performance ◽  
The Social

AbstractPeople learn language from their social environment. Therefore, individual differences in the input that their social environment provides could influence their linguistic performance. Nevertheless, investigation of the role of individual differences in input on performance has been mostly restricted to first and second language acquisition. In this paper I argue that individual differences in input can influence linguistic performance even in adult native speakers. Specifically, differences in input can affect performance by influencing people’s knowledgebase, by modulating their processing manner, and by shaping expectations. Therefore, studying the role that individual differences in input play can improve our understanding of how language is learned, processed and represented.

Individual differences, cognitive abilities, aptitude complexes and learning conditions in second language acquisition

2001 ◽  
Vol 17 (4) ◽  
pp. 368-392 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Learning Condition ◽  
Learning Conditions ◽  
Complex Hypothesis ◽  
Acquisition Processes

Individual differences in resource availability, and the patterns of cognitive abilities they contribute to, are important to:• explaining variation between learners in the effectiveness of second language (L2) instructional treatments;• describing differences in implicit, incidental and explicit L2 learning processes; and• explaining child-adult differences in acquisition processes, and therefore to any general theory of second language acquisition (SLA).In this article I describe a framework for research into the effects of cognitive abilities on SLA which is based on four interlocking hypotheses. These hypotheses are drawn from research in psychology, education and SLA and, where possible, I present evidence to support each of them. The hypotheses are:1) the Aptitude Complex Hypothesis;2) the Ability Differentiation Hypothesis;3) the Fundamental Difference Hypothesis; and4) the Fundamental Similarity Hypothesis.The hypotheses, and the relationships between them, define an Aptitude Complex/Ability Differentiation framework for further examining the influence of individual differences in cognitive abilities on SLA, and for developing a theoretically motivated measure of language learning aptitude. I argue that such research should adopt the interactionist approach described by Snow (1994) to identifying individual difference/learning condition interactions at a number of levels. I illustrate some of these interactions.

scholarly journals Retrieving Linguistic Information from a Corpus on the Example of Negation in Chinese

2019 ◽  
Vol 9 (2) ◽  
pp. 103-115
Author(s):  
Ľuboš GAJDOŠ
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Empirical Evidence ◽  
Statistical Data ◽  
Corpus Analysis ◽  
Linguistic Information ◽  
New Approach ◽  
Language Data ◽  
Authentic Language ◽  
Practical Implications

The paper deals with corpus analysis of negation in Chinese, namely the negatives bù 不 and méi/ méiyǒu没/没有. The adverbs BU and MEI are two of the most frequent negatives in Chinese. The aim of this study is to present statistical data together with linguistics analysis. The results provide empirical evidence of discrepancy between “authentic” language data versus linguistic prescription with practical implications for second-language acquisition. The findings inter alia suggest a new approach to verb categorisation.  

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

Second language acquisition research and the second language acquisition of French

1992 ◽  
Vol 2 (1) ◽  
pp. 97-121 ◽  
Author(s):  
Roger Hawkins ◽  
Richard Towell
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Teaching ◽  
First Language ◽  
Specific Context ◽  
Language L ◽  
Different Ages ◽  
Key Issues

AbstractPrior to the late 1960s second language acquisition was thought to be a relatively uninteresting phenomenon; it involved transferring grammatical properties already activated in the first language (L 1) onto second language (L 2) vocabulary. Successful L 2 learners were those who could capitalise on the similarities between the L 1 and the L 2, and eradicate the differences; and successful language teaching involved training learners to overcome the L 1-L 2 differences. Today, perceptions of second language acquisition are more sophisticated and nuanced. Second language acquisition researchers are interested in questions bearing not only on the influence of the L 1, but also on the degree of systematicity in L 2 development, the role that L 1, but also on the degree of systematicity in L 2 development, the role that conscious knowledge plays, the sources of variability in second language speaker performance, the ultimate levels of success achieved by L 2 learners of different ages, and individual differences between learners. The purpose of this article is to present what the authors believe to be some of the key issues which characterise current second language acquisition research, and to consider those issues within the specific context of the acquisition of French as second language.

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