Article published In:
Aptitude-treatment interaction in second language learning
Edited by Robert M. DeKeyser
[Journal of Second Language Studies 2:2] 2019
► pp. 336364
Adrada-Rafael, S.
(2017) Processing the Spanish imperfect subjunctive: Depth of processing under different instructional conditions. Applied Psycholinguistics, 381, 477–508. DOI logoGoogle Scholar
Baker-Smemoe, W., & Haslam, N.
(2013) The effect of language learning aptitude, strategy use, and learning context on L2 pronunciation learning. Applied Linguistics, 34(4), 435–456. DOI logoGoogle Scholar
Bowles, M. A.
(2010) Concurrent verbal reports in second language research. Annual Review of Applied Linguistics, 301, 111–127. DOI logoGoogle Scholar
Brooks, P. J., Kempe, V., & Sionov, A.
(2006) The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics, 271, 185–209. DOI logoGoogle Scholar
Carroll, J. B., & Sapon, S. M.
(1959) Modern Language Aptitude Test. Rockville, MD: Second Language Testing.Google Scholar
DeKeyser, R. M.
(1993) The effect of error correction on L2 grammar knowledge and oral proficiency. Modern Language Journal, 77(4), 501–514. DOI logoGoogle Scholar
DeKeyser, R.
(2012) Interactions between individual differences, treatments, and structures in SLA. Language Learning, 62(S2), 189–210. DOI logoGoogle Scholar
Della Sala, S., Gray, C., Baddeley, A., & Wilson, L.
(1997) The Visual Patterns Test: A test of short-term visual recall. Suffolk: Thames Valley Test Company.Google Scholar
Dennett, D.
(2003) Who’s on first? Heterophenomenology explained. Journal of Consciousness Studies, 101, 1–12.Google Scholar
Duff, P. A.
(2012) How to carry out case-study research. In A. Mackey & S. M. Gass (Eds.), Research methods in second language research: A practical guide (pp. 95–116). Malden, MA: Blackwell.Google Scholar
Ellis, R.
(2004) The definition and measurement of L2 explicit knowledge. Language Learning, 54(2), 227–275. DOI logoGoogle Scholar
Erlam, R.
(2005) Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research, 9(2), 147–171. DOI logoGoogle Scholar
Goo, J.
(2012) Corrective feedback and working memory capacity in interaction-driven L2 learning. Studies in Second Language Acquisition, 34(3), 445–474. DOI logoGoogle Scholar
Granena, G., & Yilmaz, Y.
(2019) Language aptitude profiles and the effectiveness of implicit and explicit corrective feedback. In R. P. Leow (Ed.), Routledge handbook of second language research in classroom learning (pp. 438–451). New York, NY: Routledge. DOI logoGoogle Scholar
Hsieh, H-C., Moreno, N., & Leow, R. P.
(2016) Awareness, type of medium, and L2 development: Revisiting Hsieh (2008). In R. P. Leow, L. Cerezo, & M. Baralt (Eds.), A psycholinguistic approach to technology and language learning (pp. 131–150). Berlin: De Gruyter Mouton.Google Scholar
Hwu, F., & Sun, S.
(2012) The aptitude-treatment interaction effects on the learning of grammar rules. System, 401, 505–521. DOI logoGoogle Scholar
Kartchava, E., & Ammar, A.
(2014) The noticeability and effectiveness of corrective feedback in relation to target type. Language Teaching Research, 18(4), 428–452. DOI logoGoogle Scholar
Leow, R. P.
(2015) Explicit learning in the L2 classroom: A student-centered approach. New York, NY: Routledge. DOI logoGoogle Scholar
Li, S.
(2013) The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory. Modern Language Journal, 97(3), 634–654. DOI logoGoogle Scholar
Payne, J. S., & Whitney, P. J.
(2002) Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development. CALICO Journal, 20(1), 7–32. DOI logoGoogle Scholar
Perrachione, T. K., Lee, J., Ha, L. Y. Y., & Wong, P. C. M.
(2011) Learning a novel phonological contrast depends on interactions between individual differences and training paradigm design. Journal of the Acoustical Society of America, 1301, 461–472. DOI logoGoogle Scholar
Rassaei, E.
(2013) Corrective feedback, learners’ perceptions, and second language development. System, 41(2), 472–483. DOI logoGoogle Scholar
Rebuschat, P.
(2014) Measuring implicit and explicit knowledge in second language research. Language Learning, 631, 595–626. DOI logoGoogle Scholar
Robinson, P.
(1997) Individual differences and the fundamental similarity of implicit and explicit adult second language learning. Language Learning, 471, 45–99. DOI logoGoogle Scholar
Rosa, E. M., & Leow, R. P.
(2004) Awareness, different learning conditions, and second language development. Applied Psycholinguistics, 251, 269–292. DOI logoGoogle Scholar
Sachs, R. R.
(2011) Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese (Open-access doctoral dissertation). Georgetown University. Retrieved from [URL]
Sachs, R., & Nakatsukasa, K.
(2019) Aptitude-treatment interactions in depth of processing: Individual differences and prior linguistics coursework predict learners’ approaches to computer-mediated language learning activities. In R. P. Leow (Ed.), Routledge handbook of second language research in classroom learning (pp. 422–437). New York, NY: Routledge. DOI logoGoogle Scholar
Schmidt, R.
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Sheen, Y.
(2007a) The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255–283. DOI logoGoogle Scholar
(2007b) The effects of corrective feedback, language aptitude, and learner attitudes on the acquisition of English articles. In A. Mackey (Ed.), Conversational interaction in second language acquisition: A collection of empirical studies (pp. 301–322). Oxford: Oxford University Press.Google Scholar
Skehan, P.
(2002) Theorising and updating aptitude. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 69–93). Amsterdam: John Benjamins. DOI logoGoogle Scholar
Slabakova, R.
(2008) Meaning in the second language. New York, NY: Mouton de Gruyter. DOI logoGoogle Scholar
Tagarelli, K. M., Ruiz, S., Vega, J. L. M., & Rebuschat, P.
(2016) Variability in second language learning: The roles of individual differences, learning conditions, and linguistic complexity. Studies in Second Language Acquisition, 381, 293–316. DOI logoGoogle Scholar
Thomas, M.
(1995) Acquisition of the Japanese reflexive zibun and movement of anaphors in Logical Form. Second Language Research, 11(3), 206–234. DOI logoGoogle Scholar
White, L., Bruhn-Garavito, J., Kawasaki, T., Pater, J., & Prévost, P.
(1997) The researcher gave the subject a test about himself: Problems of ambiguity and preference in the investigation of reflexive binding. Language Learning, 47(1), 145–172. DOI logoGoogle Scholar
Yilmaz, Y., & Granena, G.
(2016) The roles of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback. Bilingualism: Language and Cognition, 19(1), 147–161. DOI logoGoogle Scholar
Cited by

Cited by 1 other publications

Al-Chalabi, Humam K. Majeed & Aqeel M. Ali Hussein
2020. 2020 12th International Conference on Electronics, Computers and Artificial Intelligence (ECAI),  pp. 1 ff. DOI logo

This list is based on CrossRef data as of 2 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.