Individual-Differences-in-Second-Language-Learning.ppt

Individual Differences in Second Language Learningn Intelligencen Aptituden Learning stylesn Personalityn Motivation and Attitudesn Identity and ethnic group affiliationn Learner beliefsn Age of acquisition12The“Good Language Learner”nAre there personal characteristics that make one learner more successful than another?In your experience,as an English learner,which characteristics seem to you most likely to be associated with success in L2 acquisition?(Please turn to p.55 and do the questionnaire)Then share your opinion with your group members.Find three most important and three least important learner characteristics.A good language learner:a)is a willing and accurate guesserb)tries to get a message across even if specific language knowledge is lackingc)is willing to make mistakesd)constantly looks for patterns in the languagee)practices as often as possiblef)analyzes his or her own speech and the speech of othersg)attends to whether his or her performance meets the standards he or she has learnedh)enjoys grammar exercisesi)begins learning in childhoodj)has an above-average IQk)has good academic skillsl)has a good self-image and lots of confidence34Before looking at learner characteristicsnWhat problems can you see in the following statements?a)Extroverted learners learn a foreign language more successfully than introverted learners.b)Low motivation causes low achievement in English language learning.5Before looking at learner characteristicsnDifficulties in research on learner characteristics and second language acquisition(SLA):1)definition and measurement of variables e.g.,“willing to make mistakes”2)definition and measurement of language proficiencyliteracy/academic skills vs.conversational skills3)correlation vs.causal relationship4)socio-cultural factorse.g.,power relationship between L1 and L2,social/cultural identity6Intelligence(I)nIntelligence has multiple types:nTraditionally,intelligence refers to the mental abilities that are measured by an IQ(intelligence quotient)test.It usually measures only two types of intelligence:verbal/linguistic and mathematical/logical intelligence.nThere are other types of intelligence such as spatial intelligence,bodily-kinesthetic intelligence,musical intelligence,interpersonal intelligence,and intrapersonal intelligence.7Multiple Intelligences (Howard Gardner,1993)(Howard Gardner,1993)nLinguistic intelligence:speaking,using words,writing,giving presentations,solving word problems.nLogical-mathematical intelligence:using numbers,logic,calculations;learning and understanding grammar rules.nSpatial intelligence:drawing,painting,using color,art,graphics,pictures,maps,and charts.nBodily-kinesthetic intelligence:muscular coordination,athletic skill,body language,drama and theater.nMusical intelligence:using music,tones,hearing;producing the intonation and rhythm of a language.nInterpersonal intelligence:talking with other people,understanding them,using language to communicate.nIntrapersonal intelligence:self-knowledge,self-confidence,using language to analyze yourself.8Intelligence(II)nResearch Findings:1.Intelligence,especially measured by verbal IQ tests,may be a strong factor when it comes to learning that involves language analysis and rule learning.2.On the other hand,intelligence may play a less important role in language learning that focuses more on communication and interaction.3.It is important to keep in mind that“intelligence”is complex and that a person has many kinds of abilities and strengths.9Aptitude(I)nAptitude refers to the ability to learn quickly(Carroll,1991)and is thought to predict success in learning.nIt is hypothesized that a learner with high aptitude may learn with greater ease and speed.(But other learners may also be successful if they persevere).nLanguage aptitude tests usually measure the ability to:1)identify and memorize new sounds2)understand the function of particular words in sentences3)figure out grammatical rules from language samples4)memorize new words10Aptitude(II)nResearch findings:1)Early research revealed a substantial relationship between performance on language aptitude tests and performance in foreign language learning that was based on grammar translation or audiolingual methods.2)However,performance on language aptitude tests seems irrelevant to L2 learning with the adoption of a more communicative approach to teaching.3)Successful language learners may not be strong in all of the components of aptitude.Learners strengths and weaknesses in the different components may account for their ability to succeed in different types of instructional programs.11Learning StylesnLearning style refers to an individuals natural,habitual,and preferred way of absorbing,processing,and retaining new information and skills(Reid 1995).nTypes of learning styles related to L2 learning:1.Perceptual learning styles:visual,aural/auditory,and haptic(kinesthetic&tactile)2.Cognitive learning styles:nfield-independent vs.field-dependent (tendency to see the trees or the forest)nright-brain dominance vs.left-brain dominance 12Learning Stylesnfieldindependent vs.field-dependentHeres a puzzle for you.Look at the row of strange shapes below.Can you find what the message is?Can you find thehidden pictures?14Learning Stylesnfield-independent:see things more analytically field-dependent:see things more holisticallynResearch findings:nFI is related to classroom language learning that involves analysis,attention to details,and mastering of exercise,drills,and other focused activities.nFD is related to the communicative aspects of language learning that require social outreach,empathy,perception of other people,and communicative skills.nFI/FD may also prove to be a valuable tool for differentiating child and adult language acquisition due to the fact that FI increases as a child matures to adulthood.15Learning Stylesnright-brain vs.left-brain dominancenThe right brain perceives and remembers visual,tactile,and auditory images.It is more efficient in processing holistic,integrative,and emotional information.nThe left brain is associated with logical,analytical thought,with mathematical and linear processing of information.nThough we all tend to have one hemisphere that is more dominant,it is important to remember that the left and right hemispheres need to operate together as a“team”.16Learning StylesnResearch findings and implications:1)Every person,student or teacher,has a learning style;therefore,there is no particular teaching or learning method that can suit the needs of all learners.2)Learning styles exist on wide continuums,although they are often described as opposites.3)Learning styles are value-neutral;that is,no one style is better than others.4)Very little research has examined the interaction between different learning styles and success in L2 learning;however,students should be encouraged to“stretch”their learning styles so that they will be more empowered in a variety of leaning situations.17Personality nThere are a number of personality characteristics that may affect L2 learning,such asnExtroversion vs.introversionnInhibition vs.risk-takingnAnxietynSelf-esteemnEmpathyExtroversion vs.IntroversionnAre you more extroverted or introverted?nIt is often argued that an extroverted person is well suited to language learning.However,research does not always support this conclusion.nSome studies have found that learners success in language learning is associated with extroversion such as assertiveness and adventurousness,while others have found that many successful language learners do not get high scores on measures of extroversion.1819Inhibition vs.risk-takingnIt has been suggested that inhibition discourages risk-taking,which is necessary for progress in language learning.nInhibition is often considered to be a particular problem for adolescents,who are more self-conscious than younger learners.nInhibition is a negative force,at least for second language pronunciation performance.nBe aware that inhibition may have more influence in language performance than in language learning.Anxiety(I)nTrait Anxiety vs.State Anxiety:a)Trait anxiety:a more permanent predisposition to be anxiousb)State anxiety:a type of anxiety experienced in relation to some particular event or act;temporary and context-specificnMore recent research acknowledges that anxiety is more likely to be dynamic and dependent on particular situations and circumstances.nAnxiety can play an important role in L2 learning if it interferes with the learning process.20Anxiety(II)nDebilitative(harmful)Anxiety vs.Facilitative(helpful)Anxiety:Not all anxiety is bad and a certain amount of tension can have a positive effect and facilitate learning.nA learners willingness to communicate has also been related to anxiety.It is often affected by the number of people present,the topic of conversation,and the formality of the circumstances.nWillingness to communicate or state anxiety can also be affected by learners prior language learning&use experience,self-confidence,and communicative competence.2122Conclusions for PersonalitynIn general,the research does not show a single clearly-defined relationship between personality traits and SLA.1.The major difficulty is that of identification and measurement of personality characteristics.2.Personality variables may be a major factor only in the acquisition of conversational skills,not in the acquisition of literacy or academic skills.3.Most research on personality traits has been carried out within a quantitative research paradigm(i.e.,an approach that relies on measuring learners scores on personality surveys and relating these to language test performance).More qualitative research is needed to adequately capture the depth and complexity of the relationship.23Motivation&AttitudesnQuestions:1.Do positive attitudes and motivation produce successful learning or does successful learning engender positive attitudes and motivation?2.Are there other factors that affect both attitudes/motivation and the success of learning?Motivation&AttitudesnTypes of motivation(in terms of communicative needs):Purpose SourceIntrinsic(Internal)Extrinsic(External)IntegrativeThe learner wishes to learn L2 for personal growth and cultural enrichment.Someone else(e.g.,the learners parents)wishes the learner to know L2 for an integrative reason.InstrumentalThe learner wishes to achieve more immediate or practical goals using L2(e.g.,for a career).External power wants the learner to learn L2 for a practical purpose(e.g.,a corporation asks its staff to get language training).25Motivation&AttitudesnResearch findings:1)Both integrative and instrumental types of motivation are related to success in L2 learning.Most L2 learning situations involve a mixture of each type of motivation.2)Research strongly favors intrinsic motivation,especially for long-term retention.Intrinsically motivated learners are striving for excellence,autonomy,and self-actualization.26Motivation&AttitudesnDrnyei(2001)a process-oriented model of motivation that consists of 3 phases:1)choice motivation:getting started and setting goals2)executive motivation:carrying out the necessary tasks to maintain motivation3)motivation retrospection:appraisal of and reaction to learners performance27Motivation in the ClassroomnMotivating students into the lesson.The content needs to be relevant to their age and level of ability,and the learning goals need to be challenging yet manageable and clear.nVarying the activities,tasks,and materials to increase students interest levels.nUsing cooperative rather than competitive goals to increase students self-confidence.nCultural and age differences will determine the most appropriate way for teachers to motivate students.28Identity&Ethnic AffiliationnThe social dynamic or power relationship between L1 and L2:nMinority group members learning the language of a majority groups may have different attitudes and motivation from those of majority group members learning a minority language.nThink of why an ESL learners and an EFL learners attitude may differ in motivation and attitudes.29nAn imbalanced power relationship between L1 and L2 may limit the opportunities learners have to practice and to continue to develop the L2.nIdentities are not static and can change over time.Learners identities will impact on what they can do and how they can participate in classrooms,which affects how much they can learn.nThe relationship between feelings of ethnic affiliation and L2 learners mastery of pronunciation can be complex.Learners may want to speak with a strong“foreign accent”to maintain their L1 identity.Identity&Ethnic Affiliation30Learner BeliefsnWhat is your learner belief?How should language be learned?nVirtually all learners,particularly older learners,have strong beliefs about how their language instruction should be delivered.nLearner beliefs are usually based on previous learning experiences and the assumption that a particular type of instruction is better than others.nLearner beliefs can be strong mediating factors in learners experience in the classroom.31Learner BeliefsnConclusions:1)Learners preference for learning,whether due to their learning styles or to their beliefs about how language are learned,will influence the kinds of strategies they choose to learn new material.2)Teachers can use this information to help learners expand their repertoire of learning strategies and thus develop greater flexibility in their second language learning.32Age of AcquisitionnThe relationship between a learners age and his/her potential for success in second language learning is complex or controversial.nThe relationship needs to take into account 1)the learners cognitive development2)the learners motivation3)the learners goal for learning L2(i.e.,in what aspectsof the L2 the learner has achieved)4)the contexts in which the learner learns L2(including quantity&quality of language input,learning environment,learning time,and socio-cultural contexts)33Age of AcquisitionnResearch findings:1)L2 development in informal language learning environments where the L2 is used primarily:nChildren can eventually speak the L2 with native-like fluency,but their parents and older learners(i.e.,post-puberty learners)are hard to achieve such high levels of mastery of the spoken language,especially in pronunciation/accent.nAdults and adolescents can make more rapid progress toward mastery of an L2 in contexts where they can make use of the language on a daily basis in social,personal,professional,or academic interaction.34Age of AcquisitionnResearch findings:2)L2 development in formal language learning conditions(i.e.,classrooms)where the L1 is used primarily:nIn the early stages of the L2 development,older learners(adolescents and adults)are more efficient than younger learners(children).nLearners who began learning an L2 at the elementary school level did not necessarily do better in the long run than those who began in ear