@misc{10481/80012,
year = {2023},
url = {https://hdl.handle.net/10481/80012},
abstract = {In the current technological era, connection among people spread
throughout the globe is the norm more than the exception and knowing
languages has become a necessary tool for professional, educational,
and social endeavors. To strengthen foreign language knowledge and
use, many educational systems have implemented English courses as a
core subject. For instance, the Spanish educational system has had
bilingual programs since 2004 in elementary and secondary schools
(Palacios-Hidalgo, 2020). Nevertheless, while younger generations have
the opportunity, tools, and motivation to acquire English to a high level
of proficiency, successfully learning a language during adulthood is
challenging and subject to strong variation among individuals.
Advocates of the critical period hypotheses have focused much of
their research on evidencing the difficulties in successfully achieving
native-like proficiency after a certain age (Johnson & Newport, 1994;
Hartshorne et al., 2018). However, language learning research has
focused on understanding the variability associated with successful
learning (Van Patten & Williams, 2015). As a result of these recent
developments, different factors have been found to modulate language
learning during adulthood, both intrinsic and extrinsic to the learner.
Individual differences in cognitive abilities, especially those associated
with memory abilities, cognitive (executive) control, and general
intelligence, have been investigated in terms of their roles as intrinsic
modulatory factors in successful learning. The main goal of this
dissertation is to explore the complex interaction between intrinsic
(individual differences) and extrinsic (learning condition,
difficulty/complexity of the material, and testing time) factors in
successful grammar learning during adulthood.},
organization = {Tesis Univ. Granada.},
organization = {Sistema Nacional de Garantía Juvenil and Programa Operativo de Empleo Juvenil (Junta de Andalucía)},
organization = {Ministerio de Ciencia, Innovación y Universidades-Fondos Feder (PGC2018-093786-BI00) (PID2019-111359GB- 100/AEI/10.13039/501100011033)},
organization = {Feder Andalucía (A-CTS-111-UGR18 and P20.00107)},
organization = {(A-SEJ-416-UGR20)},
organization = {Language Learning Grant},
publisher = {Universidad de Granada},
title = {Modulatory factors of grammar learning in second and third languages},
author = {Rivera Zurita, Marta},
}