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Chapter 3: Individual Differences in Second Language Learning. image, Are…

- - - - Intelligence
        
        The ability to think, to learn from experience, to solve problems, and to adapt to new situations.Intelligence is important because it has an impact on many human behaviors. Intelligence is more strongly related than any other individual difference variable to successful educational, occupational, economic, and social outcomes.
        
        Aptitude
        
        In general, a talent. Aptitude can be considered as a talent in one individual because it is a competency to do something. It can be mentally or physically depends on the individual itself. It is not knowledge or the ability to understand, learned or acquired abilities or attitude. The innate nature of aptitude is in contrast to achievement, which represents knowledge or ability that is gained. In short, aptitude means an inherent capacity, talent or ability to do something. It is like having a high aptitude for something means will show how well or good a person doing that something.
      - Learning Styles
        
        Many people recognize that each person prefers different learning styles and techniques. Learning styles group common ways that people learn. Everyone has a mix of learning styles. Some people may find that they have a dominant style of learning, with far less use of the other styles. Others may find that they use different styles in different circumstances. There is no right mix. Nor are your styles fixed. You can develop ability in less dominant styles, as well as further develop styles that you already use well.
        
        Verbal
        
        Logical/Mathematical
        
        Social
        
        Solitary
        
        Musical/Auditory
        
        Combination
        
        Physical/Kinaesthetic
        
        Visual
        
        Learners prefer
        
        Use of images, maps and graphic organizers to access and learn new information.
        
        Use of words in both speech and writing.
        
        Use of sounds or music or even rythms.
        
        Use of hands, body and sense of touch. Might "act things out".
        
        Use of logic, reasoning, systems and sequences.
        
        Learn new things being part of a group. Explaining the understanding to a group helps to learn.
        
        Two or more of these styles.
        
        Use of self-study. Enjoy working alone and the own company when learning.
      - Identity and Ethnic Group Afilliation
        
        Social factors, these affect motivation, attitudes and language learning success. This factor also studies the relationship between laguage: minority groups learning the majority group language and viceversa. In addition, takes into account the provision from teachers on equal opportunities to all students
        
        Motivation
        
        Which is
        
        An internal process. Whether we define it as a drive or a need, motivation is a condition inside us that desires a change, either in the self or the environment.
        
        A predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation, in this case the acquisition or learning of a second language. Attitude influences an individual's choice of action, and responses to challenges, incentives, and rewards
        
        Depends on
        
        Personality
        
        A stable, organized collection of psychological traits and mechanisms in the human being that influences his or her interactions with and modifications to the psychological, social and physical environment surrounding them. In second language learning there are introerts and extroverts students, so they learn differently and prefer different activities, strategies and methodlogies. Self-esteem, inhibition, risk-taking. anxiety extroversion and empathy, are factor taken into the personality factor.
        
        Attitudes
      - Learner Beliefs
        
        Language learning may have an impact on their performance in class. For example, if a student believes that she doesn't have very good aptitude for language learning, she may not make much effort to learn the language. In other words, beliefs can become unfortunate self-fulfilling prophecies. Teachers should pay close attention to students' beliefs in order to assess whether beliefs might have a negative impact on learning.
      - Age of Acquisition
        
        The language learning processes in adults and children have advantages and disadvantages. However, age is an important but not overriding factor. All people, regardless of age, perceive a language learning process differently and individually. Personality and talent can influence this process significantly: there are shy children and very communicative adults.
        
        The Critical Period Hypothesis
        
        There is a period of growth in which full native competence is possible when acquiring a language. This period is from early childhood to adolescence. The critical period hypothesis has implications for teachers and learning programmes, but it is not universally accepted. Acquisition theories say that adults do not acquire languages as well as children because of external and internal factors, not because of a lack of ability.