Individual Differences in Foreign
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Friday 26th March |
Saturday 27th March |
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9:00-9:40 |
Registration Soken Lobby |
PAPERS Irie & Sick Ziziltepe |
9:45-10:25 |
Registration Soken Lobby |
PAPERS Markham McLelland |
10:30-11:10 |
Registration Preconference mixer Overseas visitor orientation Soken Lobby |
PAPERS Robinson & Yamaguchi McMurray |
11:10-11:40 |
Registration Official Welcome Soken 12th Floor |
BREAK |
11:45-12:45 |
PLENARY Aptitude Soken 12th Floor |
PLENARY Intelligence Soken 12th Floor |
12:45-2:00 |
LUNCH |
LUNCH |
2:00-3:00 |
PLENARY Motivation Soken 12th Floor |
WORKSHOP Aptitude Testing
Elena Grigorenko Soken 12th Floor |
3:00-3:30 |
BREAK |
BREAK |
3:30-4:10 |
PAPERS Rees Yamashiro & McLaughlin |
PAPERS Ross Peterson |
4:15-4:55 |
PAPERS Tucker Ozek |
PAPERS Redfield Hsiao |
5:00-5:40 |
PAPERS Sawyer Hiser et al. |
PAPERS Wanner Boku |
5:45-6:25 |
PAPERS Ho Yashima |
CLOSING DISCUSSION Grigorenko Soken 12th Floor |
6:30-7:10 |
Outings Social events Soken Lobby |
Outings Social events Soken Lobby |
Friday
Jonathan Rees, University of Birmingham, UK. Predicting the future of F.L.A. testing
Amy D. Yamashiro, Saitama Junior College, and John McLaughlin, Kanagawa Prefectural College of Foreign Studies, Japan. Relationships among motivation, anxiety and English language proficiency in Japanese college students
Adam Tucker, University of Hawaii, USA. Relationships among FL aptitude, music aptitude, and L2 proficiency
Yesim Ozek, University of Exeter, UK. The influence of motivational factors on FLL
Mark Sawyer, Kwansai Gakuin University, Japan. Learner differences and pedagogical tasks: Seeking the best mix
Elizabeth Hiser, Kansai University of Foreign Studies, Chris Kenudson, Kansai University, Parill Stribling, Kansai University of Foreign Studies, and Robert Croker, Nagoya University, Japan. Motivation, proficiency and learning styles
Belinda Ho, City University of Hong Kong, Hong Kong. How different types of learners perceive their learning tasks
Tomoko Yashima, Kansai University, Japan. Orientations and motivation in foreign language learning: A study of Japanese college students
Saturday
Kay Irie and James Sick, Temple University, Japan. The lunic language marathon: A new language aptitude instrument
Zeynep Kiziltepe, Bogazici University, Turkey. Attitudes and motivation of Turkish students towards learning English
Duncan Markham, Deakin University, Australia. Aptitude in the achievement of L2-like sound production
Neil McClelland, University of Surrey, UK. Goal orientations in Japanese college students learning EFL
Peter Robinson, Aoyama Gakuin University, and Yumiko Yamaguchi, YMCA, Japan. Aptitude, negative feedback, and the acquisition of relative clauses: A classroom study
David McMurray, Fukui Prefectural University, Japan. Learning styles and organizational behaviour in Japanese EFL classrooms.
Steven Ross, Kwansei Gakuin University, Japan. A multiple method view of individual difference factors in a competency-ased Adult Migrant second language program
Linda Peterson, Japan. Introducing Gardner's theory of multiple intelligences to Japanese university students
Michael Rube Redfield, Osaka University of Economics, Japan. Learner levels and attitudes towards English
Tsung-yuan Hsiao, National Taiwan Ocean University, Taiwan. Testing the factor structure of Gardner's Attitude/Motivation Test Battery
Peter Wanner, Kyoto Institute of Technology, Japan. A longtitudinal study of the relationship between self-efficacy expectancies and conversational fluency
Mariko Boku, Japan. Japanese EFL learners' identities and epenthesis in'and'
PLENARY AND WORKSHOP ABSTRACTS
Plenary
Intelligence and Second-Language Learning:The Theory of Successful
Intelligence
Robert Sternberg, Yale University, U.S.A.
I will describe how a theory of successful intelligence can be used as a basis for improving second-language learning. The major argument of the talk is that if second language were taught and tested in a way that took into account analytical, creative, and practical as well as memory abilities, more students would learn second languages, and to a higher level. The talk will be divided into 3 parts. First I will describe the theory of successful intelligence in general, and why it provides a better account of abilities, in general, and second-language learning abilities, in particular, than do conventional theories of intelligence. Second I will describe how, in general, the theory can be applied to second-language learning and testing. I will discuss teaching and testing in analytical, creative, and practical ways, and give examples in the context of second language. Third I will describe data classroom testing the theory in a variety of generalized contexts. (Elena Grigorenko's workshop will describe the testing of the theory in the context of second-language testing.)
Plenary
Motivation for Adult Second Language Learning: Past, Present and
Future.
Peter D. MacIntyre, University College of Cape Breton, Canada
Considerable effort has been invested in the study of motivation in second language acquisition. However, recently scholars in this area have called for an expansion of the theoretical framework used to study motivation, a call that is being answered. This paper will sketch the development of theory and research devoted to this topic. Within the historical context we will focus upon the work of Gardner and Lambert and the theory, empirical research, and criticism inspired by "the integrative motive." The current state of theory and research will be examined with a particular focus on the recent calls for an expanded theoretical framework and the responses to those calls. The need for empirical research and our field's capacity to draw upon more general theories of motivation will be discussed. Finally, some speculations on future directions for this research area will be offered.
Plenary
Peter Skehan, Thames Valley University, U.K.
Title and abstract TBA
Workshop
THE TEST OF COGNITIVE ABILITY TO MANAGE NOVELTY INFOREIGN-LANGUAGE LEARNING (TAMN): A SIMULATION-BASED APPROACH TO MEASURING FOREIGN-LANGUAGE APTITUDE
Elena Grigorenko, Yale University, U.S.A.
The workshop will present the rationale, description, and partial construct validation of a new foreign-language aptitude test, the Test of Cognitive Ability to Manage Novelty in Foreign-Language Learning (TAMN). Three unique features differentiate it from existing tests. The TAMN is (a) theory-based, (b) dynamic rather than static, (c) simulation-based, and (d) multifunctional (in that, unlike some older tests, it both assesses students' ability levels and provides information on students' strengths and weaknesses, so that appropriate teaching and learning strategies can be devised). The first part of the workshop will describe the existing tests measuring second-language learning ability (MLAT, PLAB, DLAB, and VORD). The second part of the workshop will outline the underlying theoretical basis of the test. The basic theory underlying the test holds that one of the central abilities required for second-language learning is the ability to cope with novelty and ambiguity; this ability is a part of the experiential aspect of intelligence as described by Sternberg's triarchic theory of human intelligence. The third part of the workshop will discuss psychometric properties of the TAMN and present the first construct-validation data on the test.