Individual Differences in Second/Foreign Language Learning

Oral presentation of an article 30% Written assignment 60% Class performance 10%

Alloway, T. P. (2006). How does Working Memory work in the classroom? Educational Research and Reviews, 1(4), 134-139. Alloway, T.P. (2011). Improving Working Memory. Supporting Students' Learning. Sage. Alloway, T.P. & Alloway, R. (2013). The Working Memory Advantage. Train your brain to function stronger, smarter, faster. Simon & Schuster Paperbacks. Andersson, U. (2010). The contribution of Working Memory capacity to foreign language comprehension in children. Memory, 18(4), 458-472. Baddeley, A. D. (2003). Working Memory and Language: An overview. Journal of Communication Disorders, 36, 189-208. Baddeley, A. D., & Hitch, G. J. (2019). The phonological loop as a buffer store: An update. Cortex: A journal devoted to the study of the nervous system and behavior, 112, 91–106. Bathelt, J., Holmes, J., Astle, D. E., & Centre for Attention Learning and Memory (CALM) Team (2018). Data-Driven Subtyping of Executive Function-Related Behavioral Problems in Children. Journal of the American Academy of Child and Adolescent Psychiatry, 57(4), 252–262. Bowden, H.W. Sanz, C. & Stafford, C.A. (2005). Individual differences: Age, sex, working memory, and prior knowledge. In Sanz, C. (Ed.) Mind and context in adult second language acquisition (pp. 105-140). Georgetown University Press. Dörneyi, Z., & Skehan, P. (2003). Individual differences in Second Language Learning. In C. J. Doughty, & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 589-630). Blackwell Publishing. Gathercole, S.E., & Alloway, T.P. (2008). Working Memory and Learning: A practical guide for teachers. Sage. Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological Memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887-898. Holmes, J., Guy, J., Kievit, R. A., Bryant, A., Mareva, S., CALM Team, & Gathercole, S. E. (2021). Cognitive Dimensions of Learning in Children with Problems in Attention, Learning, and Memory. Journal of educational psychology, 113(7), 1454–1480. Huang, Τ., Loerts, Η., & Steinkrauss, R. (2020): The impact of second- and third-language learning on language aptitude and working memory, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2019.1703894 Hummel, K. M. (2009). Aptitude, Phonological Memory, and second language proficiency in non-novice adult learners. Applied Psycholinguistics, 30, 225-249. Juffs, A., & Harrington, M. (2011). Aspects of Working Memory in L2 learning. Language Teaching, 44(2), 137-166. Karousou, A., & Nerantzaki, T. (2022). Phonological memory training and its effect on second language vocabulary development. Second Language Research, 38(1), 31-54. Kempe, V., & Brooks, P. J. (2011). Individual differences in adult second language learning: A cognitive perspective. Scottish Languages Review, 23, 15-22. Kidd, E., Donnelly, S., & Christiansen, M. H. (2018). Individual differences in language acquisition and processing. Trends in Cognitive Sciences, 22(2), 154-169, Kuhn, J.-T. (2016). Controlled attention and storage: An investigation of the relationship between working memory, short-term memory, scope of attention, and intelligence in children. Learning and Individual Differences, 52, 167–177. Linck, J. A., & Weiss, D. J. (2015). Can Working Memory and Inhibitory Control Predict Second Language Learning in the Classroom? SAGE Open, 5(4). Maridaki-Kassotaki, K. (2002). The relation between Phonological Memory skills and reading ability in Greek-speaking children: Can training of Phonological Memory contribute to reading development? European Journal of Psychology of Education, 17(1), 63-73. Masoura, E. V., & Gathercole, S. E. (1999). Phonological Short-term Memory and Foreign Language Learning. International Journal of Psychology, 34(5/6), 383-388. Monette, S., Bigras, M., & Guay, M. C. (2011). The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology, 109, 158-173. Robinson, P. (1995). Attention, Memory, and the “Noticing” Hypothesis. Language Learning, 45(2), 283-331. Schwieter, J., & Wen, Z. (Eds.). (2022). The Cambridge Handbook of Working Memory and Language (Cambridge Handbooks in Language and Linguistics). Cambridge University Press. Service, E. (1992). Phonology, Working Memory, and Foreign-Language Learning. The Quarterly Journal of Experimental Psychology, 45A(1), 21-50. Skehan, P. (1991) Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275–298. St. Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, Updating, Inhibition, and Working Memory. The Quarterly Journal. St Clair-Thompson, H. L. (2011). Executive functions and working memory behaviours in children with a poor working memory. Learning and Individual Differences, 21(4), 409–414. Ullman, M. T., & Lovelett, J. T. (2018). Implications of the declarative/procedural model for improving second language learning: The role of memory enhancement techniques. Second Language Research, 34(1), 39-65. Wen, Z., Biedroń, A., & Skehan, P. (2017). Foreign language aptitude theory: Yesterday, today and tomorrow. Language Teaching, 50(1), 1-31. Wen, Z., & Li, S. (2019). Working Memory in L2 Learning and Processing. In J. Schwieter & A. Benati (Eds.), The Cambridge Handbook of Language Learning (Cambridge Handbooks in Language and Linguistics, pp. 365-389). Cambridge University Press. White, M. J. (2021). Phonological working memory and non-verbal complex working memory as predictors of future English outcomes in young ELLs. International Journal of Bilingualism, 25(1), 318-337.