Published

2017-11-29

Language Learning of Gifted Individuals: A Content Analysis Study

El aprendizaje de idiomas en estudiantes talentosos: un estudio de análisis de contenido

DOI:

https://doi.org/10.15446/profile.v19n_sup1.68532

Keywords:

Content analysis, giftedness, gifted education, language learning (en)
Análisis de contenido, aprendizaje de idiomas, dotes, educación para dotados (es)

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Authors

  • Beria Gokaydin University of Kyrenia
  • Basak Baglama University of Kyrenia
  • Huseyin Uzunboylu Near East University
This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.
Este estudio tiene como objetivo realizar un análisis documental de artículos sobre la enseñanza de lenguas a individuos dotados y determinar las tendencias en este campo. Los artículos sobre el aprendizaje de idiomas de individuos superdotados publicados en las bases de datos de Scopus se examinaron sobre la base de ciertos tipos de publicaciones, año de publicación, idiomas, disciplinas de investigación, países de investigación, instituciones de autores, palabras clave y recursos. Los resultados muestran que los estudios sobre enseñanza de idiomas a estudiantes dotados se han incrementado en los últimos años. Al final, se ofrecen recomendaciones para futuras investigaciones y aplicaciones.

References

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Language Learning of Gifted Individuals: A Content Analysis Study. (2017). Profile: Issues in Teachers’ Professional Development, 19(_sup1), 109-118. https://doi.org/10.15446/profile.v19n_sup1.68532

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