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Please use this identifier to cite or link to this item: http://hdl.handle.net/10373/1045

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Title: Individual differences in adult second language learning: a cognitive perspective
Authors: Kempe, Vera
Affiliation: University of Abertay Dundee. School of Social & Health Sciences
Keywords: Language learning
Learning strategies
Adult learners
Issue Date: 2011
Publisher: SCILT, Scotland's National Centre for Languages
Type: Journal Article
Refereed: peer-reviewed
Rights: This is the published version of this article. Reproduced by permission of the publisher. Published version (c)SCILT, Scotland's National Centre for Languages, available from http://www.strath.ac.uk/media/faculties/hass/scilt/slr/issues/23/23-3_Kempe-Brooks.pdf
Citation: Kempe, V. 2011. Individual differences in adult second language learning: a cognitive perspective. Scottish Languages Review. 23(Spring 2011): pp.15-22. Available from http://www.strath.ac.uk/media/faculties/hass/scilt/slr/issues/23/23-3_Kempe-Brooks.pdf
Abstract: What makes some people more successful language learners than others? Scholars and practitioners of adult second language learning traditionally have cast the issue of individual differences in terms of such constructs as aptitude, motivation, learning strategies, learning styles, meta-linguistic awareness, and personality traits (e.g., extraversion), as well as a range of other social and affective variables (Ehrman, Leaver & Oxford, 2003). These are complex constructs that often lack a clear description of the underlying mechanisms. In this short overview we will take a cognitive perspective and link individual differences in adult L2 learning to individual differences in cognitive abilities. Examining cognitive factors that are predictive of L2-learning success can help to illuminate the mechanisms that underlie the learning process. At the same time, recognising and understanding the links between cognitive abilities and language learning may help teachers and learners to adjust their teaching methods and the learning environment in ways that are beneficial to individual learners. Although we are still far from being able to make specific evidence-based recommendations, reviewing what is known about cognitive predictors of successful language learning may be a useful start.
URI: http://hdl.handle.net/10373/1045
ISSN: 1756-039X
Appears in Collections:Social & Health Sciences Collection

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