Lang. Teach. (2016), 49.

2, 151–185 
c Cambridge University Press 2016
doi:10.1017/S0261444815000439

State-of-the-Art Article

New conceptualizations of linguistic giftedness

Adriana Biedroń Pomeranian University, Słupsk, Poland

adriana.biedron@apsl.edu.pl

Mirosław Pawlak Adam Mickiewicz University, Kalisz, Poland and State University
of Applied Sciences, Konin, Poland
pawlakmi@amu.edu.pl

This state-of-the art paper focuses on the issue of linguistic giftedness, somewhat neglected in
the second language acquisition (SLA) literature, attempting to reconceptualize, expand and
update this concept in response to latest developments in the fields of psychology, linguistics
and neurology. It first discusses contemporary perspectives on foreign language aptitude,
concentrating in particular on the models proposed by Skehan (1998), Robinson (2002) and
Sternberg (2002). This is followed by a discussion of the definitions of talented individuals
and the criteria for their selection, as well as an overview of empirical research on gifted
language learners, divided into early studies with those focusing on the ultimate attainment
of post-pubescent learners, and those dealing with super-learners of foreign languages. The
subsequent sections touch upon such issues as the relationship between first language (L1)
ability and second language (L2) aptitude, and linguistic giftedness and intelligence, memory,
personality factors and language learning strategies, as well as neurolinguistic research on
brain functioning in gifted learners. The paper closes with the discussion of the limitations of
current research, its future directions and methodological considerations.

1. Introduction

The aim of this paper is to address the poorly explored issue of linguistic giftedness (LG) in
foreign or second language learners.1 In the field of second language acquisition (SLA), little
research addressing gifted and exceptionally talented language learners has been conducted,
and, consequently, little is known about this population. One possible reason for this is the
‘social turn’ in SLA (Block 2003), a trend emphasizing the social and cultural context of this
process over congenital cognitive factors (see Mercer 2012). The underlying assumption of this
position is that it is unfair and undemocratic to differentiate between people with respect to

1The terms FOREIGN LANGUAGE (FL) and SECOND LANGUAGE (L2) are used interchangeably, as are the terms ACQUISITION
and LEARNING.