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Cognitive development, aptitude and language learning in Greek young learners. / Thomai Alexiou

Swansea University Author: Thomai Alexiou

Abstract

Current views of foreign language learning aptitude are adult orientated. Descriptions of aptitude are cast in terms of sophisticated language abilities and these are investigated by means of complex language tests. It is not possible within this framework to test, or even describe, aptitude in youn...

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Published: 2005
Institution: Swansea University
Degree level: Doctoral
Degree name: Ph.D
URI: https://cronfa.swan.ac.uk/Record/cronfa42407
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last_indexed 2018-08-03T10:10:04Z
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spelling 2018-08-02T16:24:29.1505940 v2 42407 2018-08-02 Cognitive development, aptitude and language learning in Greek young learners. 33779099399c12ced7b0b24d73f3c97c NULL Thomai Alexiou Thomai Alexiou true true 2018-08-02 Current views of foreign language learning aptitude are adult orientated. Descriptions of aptitude are cast in terms of sophisticated language abilities and these are investigated by means of complex language tests. It is not possible within this framework to test, or even describe, aptitude in young children since their language capacities are still developing. Recent studies support the idea that there is a link between the general cognitive skills that learners possess and their success in learning their second language. They can suggest, therefore, which separate elements of cognitive ability may be part of language learning aptitude in children. A series of research concerning the relation between general cognitive skills and second language success has been conducted during the past three years. The studies are done in Greek schools and involve young learners of 5-9 years. The results suggest that tests of general cognitive skills such as memory and analytic ability are very good predictors of foreign language learning success. In this, aptitude in young learners appears to be very similar to aptitude in adults. These cognitive skills appear to improve with age so it can be argued that in certain ways older learners are actually better language learners than children. Yet, the question of a 'window of opportunity' and the age effect still remains open. As other researchers have supported comprehensible and continuous exposure, appropriate methodology and trained teachers are more promising than the onset time. The study offers convincing evidence that the nature of language learning aptitude might not be fixed at least at that age and there is a possibility that at that stage it might actually be plastic. This does not mean that one could instruct everyone to be equally good at learning languages using the cognitive skills suggested here. It does imply, however, that practice and improvement on certain abilities that relate to language may well facilitate effective learning at least to some extent. A test of cognitive skills that appear to relate to foreign language learning is devised at the end that could hopefully offer a valuable source for a child's learning profile at the very beginning of learning. E-Thesis Educational psychology.;Foreign language education. 31 12 2005 2005-12-31 COLLEGE NANME Department of Applied Linguistics COLLEGE CODE Swansea University Doctoral Ph.D 2018-08-02T16:24:29.1505940 2018-08-02T16:24:29.1505940 Faculty of Humanities and Social Sciences School of Culture and Communication - English Language, Tesol, Applied Linguistics Thomai Alexiou NULL 1 0042407-02082018162451.pdf 10798115.pdf 2018-08-02T16:24:51.9730000 Output 9919732 application/pdf E-Thesis true 2018-08-02T16:24:51.9730000 false
title Cognitive development, aptitude and language learning in Greek young learners.
spellingShingle Cognitive development, aptitude and language learning in Greek young learners.
Thomai Alexiou
title_short Cognitive development, aptitude and language learning in Greek young learners.
title_full Cognitive development, aptitude and language learning in Greek young learners.
title_fullStr Cognitive development, aptitude and language learning in Greek young learners.
title_full_unstemmed Cognitive development, aptitude and language learning in Greek young learners.
title_sort Cognitive development, aptitude and language learning in Greek young learners.
author_id_str_mv 33779099399c12ced7b0b24d73f3c97c
author_id_fullname_str_mv 33779099399c12ced7b0b24d73f3c97c_***_Thomai Alexiou
author Thomai Alexiou
author2 Thomai Alexiou
format E-Thesis
publishDate 2005
institution Swansea University
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Culture and Communication - English Language, Tesol, Applied Linguistics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Culture and Communication - English Language, Tesol, Applied Linguistics
document_store_str 1
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description Current views of foreign language learning aptitude are adult orientated. Descriptions of aptitude are cast in terms of sophisticated language abilities and these are investigated by means of complex language tests. It is not possible within this framework to test, or even describe, aptitude in young children since their language capacities are still developing. Recent studies support the idea that there is a link between the general cognitive skills that learners possess and their success in learning their second language. They can suggest, therefore, which separate elements of cognitive ability may be part of language learning aptitude in children. A series of research concerning the relation between general cognitive skills and second language success has been conducted during the past three years. The studies are done in Greek schools and involve young learners of 5-9 years. The results suggest that tests of general cognitive skills such as memory and analytic ability are very good predictors of foreign language learning success. In this, aptitude in young learners appears to be very similar to aptitude in adults. These cognitive skills appear to improve with age so it can be argued that in certain ways older learners are actually better language learners than children. Yet, the question of a 'window of opportunity' and the age effect still remains open. As other researchers have supported comprehensible and continuous exposure, appropriate methodology and trained teachers are more promising than the onset time. The study offers convincing evidence that the nature of language learning aptitude might not be fixed at least at that age and there is a possibility that at that stage it might actually be plastic. This does not mean that one could instruct everyone to be equally good at learning languages using the cognitive skills suggested here. It does imply, however, that practice and improvement on certain abilities that relate to language may well facilitate effective learning at least to some extent. A test of cognitive skills that appear to relate to foreign language learning is devised at the end that could hopefully offer a valuable source for a child's learning profile at the very beginning of learning.
published_date 2005-12-31T03:52:54Z
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score 11.01297

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