BOOK REVIEW: Cognitive Individual Differences in Second Language Acquisition: Theories, Assessment and Pedagogy

Document Type : Book Review

Authors

1 European Knowledge Development Institute (EUROKD), Ankara, Turkey

2 The University of Wollongong, Australia

Abstract

Why does learning a second language (L2) seem so challenging for adult L2 learners? For a young learner, this might not be the same. Why can a learner learn an L2 better than other learners? What makes learning a target language so intricate? These are some of the questions we always ask as L2 teachers. Research has found that learning an L2 is one of the most challenging tasks an adult learner can handle (Luque & Covey, 2023). However, current literature shows that several factors can contribute to learning an L2, such as aptitude, motivation, and personality as the primary subsets of individual differences (IDs) (Skehan, 1989; Sun et al., 2024). These factors have been proven to play a significant role in the L2 learning process. However, it is the cognitive factors that genuinely affect the patterns of thought that regulate how individuals perceive and process information remarkably (Price, 2004). The book “Cognitive Individual Differences in Second Language Acquisition,” authored by Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, and Mark Feng Teng, is a comprehensive resource that focuses on cognitive differences among learners. It reviews the roles of cognitive variables such as age, intelligence, working memory, and anxiety in second language acquisition and their pedagogical outcomes.
Iranian Journal of Language Teaching Research
Volume 12, 3 (Special Issue)
December 2024
Pages 220-223

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History

  • Receive Date: 14 December 2024
  • Accept Date: 14 December 2024

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