The burgeoning field of third language (L3) acquisition has increasingly focused on intermediate stages of language development, aiming to establish the groundwork for comprehensive models of L3 learning that encompass the entire developmental sequence. This article underscores the importance of a robust epistemological foundation, advocating for…

This paper examines evidence for relationships among individual differences (IDs) in L1 achievement, L2 aptitude, and L2 achievement. It begins by providing an overview of my academic journey from L1 educator to L2 researcher and explains the development of the Linguistic Coding Differences Hypothesis (LCDH). Next, I review Peter Skehan's…

In this article, I describe studies conducted over 25 years with secondary and post-secondary L2 learners in the United States. The evidence from these studies shows that there are important connections between students' early L1 skills and their L2 aptitude and L2 proficiency and that individual differences in students' L1 skills in elementary…

This yearbook presents theories of learning, discusses the research on which they are based, and suggests ways to apply these theories to concrete learning situations. After an introduction to the more prominent theories in chapter 1, the remaining chapters present more specific areas and questions. The next three chapters deal with motivation,…

Studies indicate that individual differences in strategy use among mentally retarded and learning disabled students can be explained by a metacognition model which integrates three components--Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful…