Cognitive affective profile of gifted adult foreign language Learners

CONTENTS

INTRODUCTION     9
CHAPTER ONE: HUMAN COGNITIVE ABILITIES – BASIC CONCEPTUAL
ISSUES      13
Introduction      13
1.1. Cognitive ability     14
1.2. Intelligence – a general cognitive ability   15
1.2.1. Hierarchical models of cognitive abilities  16
1.2.2. Carroll’s (1993) Cognitive Abilities Model  17
1.2.3. Multi-primary-factor models of cognitive abilities  19
1.3. Measurement of cognitive abilities    21
1.4. Biological basis of abilities    23
1.5. Environmental influences    26
Conclusion      28
CHAPTER TWO: FOREIGN LANGUAGE APTITUDE − A REVIEW OF EMPIRICAL
RESEARCH     29
Introduction      29
2.1. The history of foreign language aptitude research and testing  30
2.1.1. Carroll’s (1959) foreign language aptitude model  30
2.1.2. Pimsleur’s (1966) Language Aptitude Battery  34
2.1.3. Other classic tests    35
2.2. Research in the 1970s and 1980s    37
2.3. Controversies surrounding the concept   38
2.4. Contemporary models of foreign language aptitude  41
2.4.1. Skehan’s (1998) Processing Stage Model  41
2.4.2. Robinson’s (2007) Aptitude Complex Model  44
2.4.2.1. Aptitude Complex Hypothesis   46
2.4.2.2. Ability Differentiation Hypothesis  47
2.4.3. Sternberg’s (1998) model of foreign language aptitude as a dynamic
concept    48
2.5. Contemporary tests of foreign language aptitude   50
2.5.1. Cognitive Ability for Novelty in Acquisition of Language 50
2.5.2. Llama Language Aptitude Test   52
2.5.3. High-Level Language Aptitude Battery   52
2.6. Native language abilities and the factor of age in foreign language aptitude
      53
2.7. Research on foreign language aptitude in Poland  59
Conclusion      61
CHAPTER THREE: FOREIGN LANGUAGE APTITUDE – FOCUS ON SPECIAL
ABILITIES      63
Introduction      63
3.1. Analytic abilities     64
3.1.1. Analytic abilities and learning conditions  65
3.1.2. Analytic abilities and metalinguistic abilities  66
3.1.3. Analytic abilities and intelligence   67
3.2. Memory abilities     69
3.2.1. Working memory    72
3.2.2. Baddeley’s (2003) model of working memory  75
3.2.2.1. The central executive   76
3.2.2.2. The phonological loop   76
3.2.2.3. The visuospatial sketchpad   77
3.2.2.4. The episodic buffer   78
3.2.3. The role of working memory in foreign language learning 78
3.2.4. The neurobiological source of memory differentiation 85
3.3. Noticing as foreign language aptitude   87
3.3.1. Attention     87
3.3.2. Noticing ability    89
Conclusion      90
CHAPTER FOUR: FOREIGN LANGUAGE APTITUDE – BEYOND COGNITION
      92
Introduction      92
4.1. Personality factors in foreign language aptitude theory  93
4.1.1. The Five Factor Model    95
4.1.2. Creativity     98
4.1.3. Motivation     99
4.1.4. Locus of control    101
4.1.5. Style of coping with stress    103
4.1.6. Emotional intelligence    104
4.1.7. Anxiety     105
4.2. Learning styles and strategies    105
4.3. Autonomy     110
4.4. Dynamic systems theory for individual differences  111
Conclusion      115
CHAPTER FIVE: GIFTED FOREIGN LANGUAGE LEARNERS  117
Introduction      117
5.1. Giftedness and talent     117
5.2. Identification of giftedness    119
5.2.1. Children     120
5.2.2. Adolescents     121
5.2.3. Adults     121
5.3. Research on gifted foreign language learners   123
5.3.1. Case studies     123
5.3.2. Group studies    133
5.3.3. Multiple-domain studies    137
5.4. Neurology of linguistic giftedness    140
5.4.1. Functional differences    142
5.4.2. Anatomical differences    144
Conclusion      146
CHAPTER SIX: EMPIRICAL RESEARCH ON GIFTED FOREIGN LANGUAGE
LEARNERS     148
Introduction      148
6.1. Objectives     150
6.2. Hypotheses     150
6.3. Subjects     152
6.3.1. Gifted L2 learners    152
6.3.2. Non-gifted L2 learners    154
6.4. Procedure     154
6.5. Instruments     156
6.6. Results and interpretation    163
6.6.1. Foreign language aptitude    164
6.6.2. Intelligence and working memory   165
6.6.3. Gifted L2 learners’ intelligence and the norm  167
6.6.4. Gifted versus non-gifted L2 learners’ cognitive factors 172
6.6.5. Personality factors    173
6.6.6. Gifted versus non-gifted L2 learners’ personality factors 175
6.6.7. Learning styles    176
6.6.8. Gifted versus non-gifted L2 learners’ learning styles  177
6.6.9. Predictors of foreign language aptitude   179
6.6.10. The cognitive-affective profile of the gifted L2 learners 192
6.6.11. Gifted L2 learners – three case studies   196
6.7. Discussion     202
6.8. Limitations of the study    213
Conclusion      216
CONCLUSIONS AND IMPLICATIONS    217
REFERENCES      224
APPENDICES      256
STRESZCZENIE      263