Intelligence and Second Language Aquisition.doc

1、Intelligence and Second-Language Learning:The Theory of SuccessfulIntelligenceRobert 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

2、 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 wh

3、y 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 testin

4、g 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 Grigorenkos workshop will describe the testing of the theory in the context of second-language test

5、ing.)PlenaryMotivation for Adult Second Language Learning: Past, Present andFuture.Peter D. MacIntyre, University College of Cape Breton, CanadaConsiderable effort has been invested in the study of motivation in second language acquisition. However, recently scholars in this area have called for an

6、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, an

7、d 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 fields capacity to draw upon more ge

8、neral theories of motivation will be discussed. Finally, some speculations on future directions for this research area will be offered.PlenaryPeter Skehan, Thames Valley University, U.K.Title and abstract TBAWorkshopTHE TEST OF COGNITIVE ABILITY TO MANAGE NOVELTY INFOREIGN-LANGUAGE LEARNING (TAMN):

9、A SIMULATION-BASED APPROACH TO MEASURING FOREIGN-LANGUAGE APTITUDEElena 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-Langua

10、ge 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

11、 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 theore

12、tical 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 Sternbergs 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.