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INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE LEARNING, it is already known…

- - - - All individuals have differentes process of learning and they can have more that one intelligence at the same time.
        
        Music
        
        Interpersonal relations.
        
        Athletics
        
        Verbal
  - - - Several components
        
        Ability to identify and memorize new sounds.
        
        Understand the function of particular words in sentences.
        
        Figure out grammatical rules from language samples.
        
        Remember new words.
      - The different learners' strenghts and weaknesses in the differnet aptitude components may account for the ability to succeed in different types of instructional programmes.
      - More structured teaching may even out individual differences compared with less strcutures teaching.
  - - - Perceptually-based learning styles: visual learner, audithory, and kinaesthetics, etc.
      - It is almost imposible that a simple method will suit all the needs of all learners.
  - - - Inhibition; This is a negative force for the second language pronunciation performance.
      - Anxiety: This can be a permanent or temporary context specific for lots of students. This means, anxiety can affect learners when they are under pression in an specifc period of time.
        
        It has been argued that a amount of tension can have positive effect and it also can facilitate learning.
  - - - Possitive attitudes are associated with a willingness to keep learning.
    - - a person who needs to speak the language a lot in different social situations , that person will perceive the communicative value of the language and in this way he or she will be motivated to acquire proficeincy in it.
  - - - The social dynamic or power relationship between languages.
      - Issues of identity and investment play important roles for both children adn adults when learning a second language.
  - - - When learners are virtual, all of them, particularly older learners, have strong beliefs and opinions about how their instruction should be taught.
        
        Learners beliefs about the role of grammar and corrective feedback in second language learning confirms that there is often a mismatch between students' and teachers' views.
  - - - There is a critical period hyphothesis for second language acquisition.
        
        Adults may depend on more general learning abilities, the same one they use to acquire other kind of skills or information.
        
        Some studies of the second language development, have shown that older learners are more sefficient that younger learners.
  - - - Adolescents under the age of 15 have more posibilties of getting a new language more than people over those year.
        
        The environment where people is around might have many effects in any person at the time of acquiring a language.
        
        For learners who acquire a second language primarily in the natural environment, age of acquisition is an important factor in setting limits on the development of native-like mastery of a second language and that this limitation does not apply only to pronunciation.
  - - - A second language speaker or bilingual person should not be compared to monolingual native speakers because the real goal is multicompetence, that is, knowledge of multiple languages that inform and enrich one another.