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Language Aptitude: Advancing Theory, Testing, Research and Practice (Second Language Acquisition Research Series)

Language Aptitude: Advancing Theory, Testing, Research and Practice (Second Language Acquisition Research Series)

by RichardSparks (Editor), PeterSkehan (Editor), ZhishengEdwardWen (Editor), ShaofengLi (Editor), Adriana Biedron (Editor)

  • New

    Hardcover 2019

    $160.99
Synopsis

Language Aptitude: Advancing Theory, Testing, Research and Practice brings together cutting-edge global perspectives on foreign language aptitude. Drawing from educational psychology, cognitive science, and neuroscience, the editors have assembled interdisciplinary authors writing for an applied linguistics and education audience. The book is broken into four major themes: revisiting and updating current language aptitude theories and models; emerging insights from contemporary research into language aptitude and the age-factor or the critical period hypothesis; redefining constructs and broadening territories of foreign language aptitude; and future directions of foreign language aptitude research. Focused on critical issues in foreign language aptitude and second language learning and teaching, this book will be an important research resource and supplemental reading in both Applied Linguistics and Cognitive Psychology.

$160.99

Quantity

5 in stock

More Information

Format: Hardcover
 Pages: 360
 Edition: 1
 Publisher: Routledge
Published: 06 Apr 2019
ISBN 10: 1138563862
ISBN 13: 9781138563865

Media Reviews

Language aptitudes are reliable predictors of rate of classroom foreign language learning and of level of ultimate attainment in naturalistic SLA. Aptitude is a central interest in the field, therefore, as reflected both in increasingly detailed analyses of the construct itself and in the development of several new aptitude measures in recent years. Language Aptitude: Advancing theory, testing, research and practice provides an authoritative historical overview of aptitude research, analyses of its sub-components, and instrumentation, surveys of current work on relationships among age of onset, aptitudes, and ultimate L2 attainment, and chapters on related cognitive and neurocognitive models, concluding with suggestions for future work and potential applications in language teaching. The contributors are experts, and the book will be a vital resource for SLA researchers, applied linguists, graduate students and language teachers for years to come.

Michael H. Long, University of Maryland, USA.

Author Bio
ZHISHENG (EDWARD) WEN (PhD, Chinese University of Hong Kong) is currently an Associate Professor in the School of Languages and Translation at Macao Polytechnic Institute, Macau, China, having previously taught at universities in Hong Kong and mainland China for over 15 years. PETER SKEHAN (PhD, Birkbeck College, University of London) has worked as a Professor at St. Mary's University College, Twickenham, London, Auckland University, Chinese University of Hong Kong, King's College London, and Thames Valley University. ADRIANA BIEDRON (PhD, School of English, Poznan) is currently Professor of English at the Faculty of Philology, Pomeranian University in Slupsk, Poland. SHAOFENG LI (PhD, Michigan State University) is an Associate Professor of Foreign and Second Language Education at Florida State University, and previously worked as a Senior Lecturer in Applied Language Studies at the University of Auckland. RICHARD SPARKS (EdD, University of Cincinnati) is a Professor Emeritus in the Mount St. Joseph University's Department of Graduate Education, USA.