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4 - Neurological and Cognitive Foundations of GLL

Published online by Cambridge University Press:  10 June 2021

Alene Moyer
Affiliation:
University of Maryland, College Park
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Summary

Chapter 4, Neurological and Cognitive Foundations of GLL, examines evidence of neural and cognitive processing as related to specific language skills, and thus to L2 attainment overall.

The emphasis is on neural function and structure, working memory, sound processing and mimicry, and seldom-explored cognitive, agentive aspects of the exceptional L2 learner’s approach, e.g., self-regulation and strategic learning. Because language learning is unlikely to be easy for anyone, self-regulation represents that locus of effort, attention, and emotion relevant to an important goal. An inclusive look at neuro- and cognition-based factors supports the larger objective of the book: to present a holistic approach to GLL, appreciating its essence as both contextualized and self-initiated.

Gifted language learners shape the learning process, assess their own progress, and revise aspects of their approach in accordance with goals. At the same time, cumulative experience affect memory itself and processing efficiencies. This discussion underscores the flexibility and responsiveness inherent in neuro-cognitive processes, as we consider whether giftedness itself is mutable or trainable.

Type
Chapter
Information
The Gifted Language Learner
A Case of Nature or Nurture?
, pp. 82 - 106
Publisher: Cambridge University Press
Print publication year: 2021

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