Cognitive and Socioaffective Predictors of L2 Microdevelopment in Late Adulthood

A Longitudinal Intervention Study

Datos Bibliográficos

ID21360148
AutoresMARIA KLIESCH (0000-0002-8934-6870, University of Zurich Zurich Center for Linguistics Andreasstrasse 15 Zürich 2.18 CH‐8050 Switzerland, autor de correspondencia), Simone E Pfenninger (0000-0002-0433-4812, University of Salzburg Department of English and American Studies Erzabt‐Klotz‐Str. 1 Salzburg 5020 Austria)
Año2021
Volumen105
Número1
Páginas237-266
Fecha de publicación2021-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaModern Language Journal (JOURNAL)
Identificadores de la revistaISSN: 0026-7902 • E-ISSN: 1540-4781
EditorialWiley (PUBLISHER • GB)
DOI10.1111/modl.12696
OpenAlexW3135118582
IdiomaEN
Citas recibidas25
Referencias citadas87

The question of cognition in second language (L2) acquisition later in life is of importance inasmuch as L2 learning is largely mediated by domain‐general cognitive capacities. While a number of these capacities have been shown to decline with age, individual differences in cognition increase over the lifespan. This microdevelopment study investigates the L2 trajectories of 28 older German‐speaking adults (age 64+) who participated in a combined computer‐assisted and classroom‐instructed 7‐month Spanish training for beginners. We made use of generalized additive mixed models (GAMMs) to quantify linear and nonlinear learner trajectories as well as any predictors thereof. Participants were assessed on a range of behavioral, L2, socioaffective, and background variables. We found a significant (linear and nonlinear) increase across all measures of L2 proficiency. Between‐subject cognitive, socioaffective, and background variables significantly predicted the overall level of L2 proficiency as well as developmental patterns over time. Daily variances in cognitive performance and socioaffect had little impact on fluctuations in L2 performance. Findings are discussed against the backdrop of complex dynamic systems theory and highlight the necessity for dense longitudinal research designs to capture nonlinearity in third‐age L2 learning

Cognition · Cognitive psychology · Developmental psychology · German · Intervention (counseling) · Linguistics · Longitudinal study · Cognitive Science and Mapping · Intelligent Tutoring Systems and Adaptive Learning · Medicine · Neurobiology of Language and Bilingualism · Psychology