Description
Book SynopsisMost language acquisition researchers assume, either implicitly or explicitly, that all first language learners converge on the same grammar. This outcome contrasts sharply with the outcome of L2 acquisition, which is characterized by large individual differences, particularly in adult learners. Futhermore, adult learners rarely, if ever, attain native-like competence. In this issue, eminent scholars from both first and second language acquisition investigate potential causes of individual differences in ultimate attainment. In doing so, they challenge the concept of nativeness and the role of the native speaker in ultimate attainment, they provide further insight into how cognitive ability affects acquisition and attainment, and they problematize the role of time and temporal grainsize in studying ultimate attainment. Taken together, the work presented in this issue provides expectations and lays out the challenges before us on the road to understanding the caues of individual differe
Table of ContentsSible Andringa and Ewa DąbrowskaIndividual Differences in First and Second Language
Ultimate Attainment and Their Causes..................................................................................5-12
Patricia J. Brooks and Vera KempeMore Is More in Language Learning:
Reconsidering the Less-Is-More Hypothesis...........................................................................13-41
Maja Curcic, Sible Andringa, and Folkert KuikenThe Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processsing................42-71
Ewa DąbrowskaExperience, Aptitude, and Individual Differences in Linguistic Attainment:
A Comparison of Native and Nonnative Speakers....................................................................72-100
Catherine J. Doughty Cognitive Language Aptitude...............................................................................................101-126
Gisela Granena and Yucel YilmazCorrective Feedback and the Role of Implicit Sequence-Learning Ability
in L2 Online Performace.....................................................................................................127-156
Jan H. Hulstijn An Individual-Differences Framework for Comparing Nonnative with Native Speakers:
Perspectives From BLC Theory............................................................................................157-183
Wander M. Lowie and Marjolijn H. VerspoorIndividual Differences and the Ergodicity Problem..................................................................184-206
Simone E. Pfenninger and David SingletonStarting Age Overshadowed: The Primacy of Differential Environmental and Family
Support Effects on Second Language Attainment in an Instructional Context.............................207-234
Index..............................................................................................................................235-236
