1. Chapter 8 Key Concepts

2. aptitude (in language learning)

3. Basic abilities that facilitate L2 learning, varies across individuals.

4. Attitude/Motivation Test Battery (AMTB)

5. A test for attitudes and motivation widely used and adapted for use in various L2 learning contexts.

6. basic interpersonal communicative skills (BICS)

7. basic interpersonal commnicative skills (BICS) Skills useful in carrying out face-to- face personal communication, as in conversations.

8. cognitive/academic language proficiency (CALP)

9. Skills requiring abstract language abilities (analysis, synthesis, etc.) useful in carrying out academic-related tasks.

10. cognitive style

11. Predisposition to process information in a characteristic manner.

12. extrinsic motivation

13. Motivation in which there is anticipation of a reward (material or non-material) from outside the self.

14. field dependence (FD)

15. Type of cognitive style: learners tend to perceive a field as a whole (holistic perception).

16. field independence (FI)

17. Type of cognitive style: learners perceive a part distinct from its background, in a perceptual sense.

18. integrative orientation

19. A desire to know more about and identify with the target language community.

20. instrumental orientation

21. When instrumental reasons primarily motivate the language study.

22. intelligence

23. Hypothesized general factor underlying the ability to adapt to the environment, often operationalized in terms of traditional IQ tests emphasizing skills valued in academic contexts.

24. intrinsic motivation

25. Motivation that leads to internally rewarding consequences.

26. learning strategies

27. learning stratgies Specific actions, behaviors, or techniques used to improve progress in learning and using the L2.

28. learning style

29. A person’s usual and preferred way of acquiring, processing, and remembering new information and skills.

30. Modern Language Aptitude Test (MLAT)

31. Test that measures aptitude components phonetic coding ability, grammatical sensitivity, and rote memory through five different subtests.

32. motivation (in language learning)

33. Effort invested to learn an L2; Gardner (1985) defined it as: Effort to learn a language + desire to achieve a goal + positive attitudes toward language learning.

34. orientation

35. Overall aim, purpose, direction and/or goal of language learning.

36. phonological short-term memory (or phonological memory, PM)

37. Subsystem of working memory responsible for temporary maintenance of acoustic or speech-based information.

38. working memory (WM)

39. An active system for temporarily storing and manipulating information needed in the execution of complex cognitive tasks, such as comprehension of verbal material.