The present study investigated a group of cognitive individual differences considered advantageous in second language learning and their role in language learning under implicit and explicit feedback conditions using both language awareness and language development measures. The study further investigated whether different types of awareness are…

Motivation as a variable in L2 development is no longer seen as the stable individual difference factor it was once believed to be: Influenced by process-oriented models and principles, and especially by the growing understanding of how complex dynamic systems work, researchers have been focusing increasingly on the dynamic and changeable nature…

Learner beliefs are an important individual difference in second language (L2) learning. Furthermore, an ongoing debate surrounds the role of grammar instruction and error correction in the L2 classroom. Therefore, this study investigated the beliefs of L2 learners regarding the controversial role of grammar instruction and error correction. A…

The Linguistic Coding Deficit Hypothesis offers an alternative to affective explanations for second-language learning difficulties and adds another dimension to the role of aptitude. The hypothesis focuses on phonological, syntactic, and semantic components of language and assumes that the individual's control over these components is crucial to…

Investigates numerous individual difference measures to determine their underlying dimensions, to contrast their predictive validities and to evaluate their contributions in a causal model of second language acquisition. Findings indicate that substantial links exist among affective measures and achievement. (56 references) (Author/CK)