The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Working memory, phonemic coding ability and foreign language aptitude: potential for construction of specific language aptitude tests - the case of cantonese DOI:10.5007/2175-8026.2011n60p045
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
The LCDH aptitude model complements Carroll's original four-factor view of FL aptitude by adding L1 and L2 phonology/orthographic decoding skill as an important factor of aptitude.
“the LCDH aptitude model as advocated by Sparks and colleagues further complements Carroll's original four-factor view of FL aptitude by adding the extra (sub-)component of 'L1 and L2 phonology/orthographic decoding skill' as an important factor of aptitude”
From Foreign language aptitude theory: Yesterday, today and tomorrow (2017) · cites this paper as Chan, Skehan & Gong 2011
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
The Role of Consciousness in Second Language Learning1
SCHMIDT, R. W. (1990) · Applied Linguistics · doi:10.1093/applin/11.2.129 · Cited by 5,435 · cited 1×
“It will be assumed here that the next vital stage in acquisition is that of noticing (Schmidt 1990, 2001).”
Background
Flagged first, then by citations
Research works printed but not linked: 24
- Baddeley A. (1986). Working memory. New York: Oxford University Press.
- Baddeley A. (2007). Working memory, thought, and action. Oxford: Oxford University Press.
- Baddeley, A., Gathercole S., & Papagno C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173.
- Carroll, J.B. (1965). The prediction of success in intensive foreign language training. In R.Glaser (Ed.), Training, research, and education (pp. 87- 136). New York: Wiley.
- De Bot K., Lowie W., & Verspoor, M. (2006). Second language acquisition: An advanced resource book. London: Routledge.
- DeKeyser, R., & Juffs, A. (2005). Cognitive considerations in L2 learning. In E. Hinkel (Ed.), Handbook of research second language teaching and learning (pp. 437-454). Mahwaw, NJ: Lawrence Erlbaum.
- Doughty, C. (2001). Cognitive underpinnings of a focus on form. In Rob- inson P. (Ed.), Cognition and second language instruction (pp. 206-257). New York: Cambridge.
- Grigorenko, E.L., Sternberg R.J., & Ehrman, M. (2000). A theory based ap- proach to the measurement of foreign language aptitude: the CANAL-F theory and test. Modern Language Journal, 84, 390-405.
- Klein, W. (1986). Second Language Acquisition. Cambridge: Cambridge University Press.
- Long M., & Robinson, P. (1998). Focus on form: theory, research, and prac- tice. In C. Doughty and J. Williams J. (Eds.), Focus on form in classroom second language acquisition (pp. 15-41). Cambridge: Cambridge Uni- versity Press.
- Miyake, A., & Friedman, D. (1998). Individual differences in second lan- guage proficiency: working memory as language aptitude. In A. F.Healy and L. E. Bourne (Eds.), Foreign language learning: Psycholinguistic stud- ies on training and retention (pp.339-364).
- Miyake. A., & Shah P. (1999). Models of working memory: Mechanisms of active maintenance and executive control. Cambridge: Cambridge Uni- versity Press.
- Pawley A. and Syder F. (1983). Two puzzles for linguistic theory: nativelike selection and nativelike fluency. In J.C. Richards & R. Schmidt (Eds.), Language and communication (pp.191-225). London: Longman
- Robinson P. (2002). Effects of individual differences in intelligence, apti- tude, and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfield and Hernstadt(1991). In P.Robinson (Ed.), Individual differences and instructed language learning (pp. 339- 364). Amsterdam: John Benjamins.
- Robinson, P. (2003). Attention and memory during SLA. In C. Doughty & M. Long (Eds.), Handbook of Second Language Acquisition (pp. 631- 678). Oxford: Blackwell.
- Schmidt, R. (2001). Attention. In P. Robinson, (Ed.), Cognition and sec- ond language acquisition (pp. 3-32). Cambridge: Cambridge University Press.
- Schmidt, D. & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to Learning: Conversation in second language learning (pp. 237-322).
- Schmitt, N. & Carter, R. (2004). Formulaic sequences in action: an intro- duction. In N. Schmitt, (Ed.), Formulaic sequences (pp. 1-22). Amster- dam: John Benjamins.
- Skehan, P. (1982). Memory and motivation in language aptitude testing. Un- published Ph.D. thesis, University of London.
- Skehan, P. (1998). A cognitive approach to language learning. Oxford: Ox- ford University Press.
- Skehan, P. (2002). Theorising and updating aptitude. In P. Robinson (Ed.), Individual Differences and Instructed Language Learning (pp.69-94). Amsterdam: John Benjamins.
- Sparks, R.L. & Ganschow, L. (1993). Searching for the cognitive locus of foreign language learning difficulties: linking first and second language learning. Modern Language Journal, 77, 289-302.
- Stokes, S., Wong, A. M-Y., Fletcher P., & Leonard, L.B. (2006). Nonword repetition and sentence repetition as clinical markers of specific lan- guage impairment: The case of Cantonese. Journal of Speech, Language, and Hearing Research, 49, 219-236.
- Swain, M. (1995). Three functions of output in second language learning. In Cook G. and B. Seidlehofer (Eds.), Principle and Practice in Applied Linguistics (pp. 125-144). Oxford: Oxford University Press.
Cited by
Sorted by citations
Foreign language aptitude theory: Yesterday, today and tomorrow
Wen, Z. (., Biedroń, A., & Skehan, P. (2017) · Language Teaching · doi:10.1017/s0261444816000276 · Cited by 248
Self-citation
Metadata
- Authors
- Chan, E., Skehan, P., & Gong, G.
- Venue
- Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies
- Published
- 2011-10-26
- Volume
- 0
- Issue
- 60
- ISSN
- 2175-8026
- 0101-4846
- Cited by
- 2
- References
- 1
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
