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Individual Differences in Second Language Learning - Coggle Diagram

- - - - Positive correlation VS Negative correlation
        
        Positive correlation= learners with higher motivation scores have higher language skills. Negative correlation= learners with lower motivation scores do not achieve well in their language skills.
- - - - Another difficulty is how language proficiency is defined and measured.
        
        Research must also take into account the social and educational settings in which learners find themselves.
- - - - Identifying and memorizing new sounds
      - Understanding the functions of words
      - Figuring out grammatical rules
      - Remembering new words
      - Working Memory “short term memory” capacity: The active processing of information (Most important variable)
      - Successful language learners need not be strong in all the components of aptitude.
      - A particular type of instruction cannot benefit all learners
    - - People whose academic performance is usually very good but are frustrated in their attempts to learn a foreign language
      - Individuals whose achievements seem to defy every prediction about what is possible in 2' language learning
  - - - Perceptual: visual, auditory, and kinesthetic.
      - Cognitive: field independent/dependent
      - Research on learning styles: No single teaching method suits all learners.
  - - - Extroverted vs. introverted personality: extroverted person is well suited to language learning, but in certain learning situations,researchers observed that, quiet observant learner may have greater success.
      - Inhibition/Anxiet: inhibition discourages risk-taking,
      - learner's willingness to communicate : may change according to circumstances.
      - self-esteem, empathy, dominance, talkativeness, and responsiveness have also been studied.
      - No definite link between one personality trait and language acquisition.
  - - - Gardner and his colleagues researched the relationship between learners attitudes toward the foreign language and its community, and success in second language learning.
      - it is not easy to determine whether positive attitudes produce successful learning or successful learning engenders positive attitudes, or whether both are affected by other factors.
      - There is ample evidence that positive attitudes are associated with a willingness to keep learning.
      - Defined by two factors:
        
        Learners communicative needs
        Learners attitudes toward the 2nd language community.
    - - Gardner differentiated between two types of motivation:
      - Instrumental motivation: practical goals
      - Integrative motivation: personal growth and cultural enrichment
      - Zoltán Dornyei (3 Motivation Phases)
      - Choice motivation
      - Executive motivation
      - Motivation retrospection
  - - - ،
        
        Teachers can make a positive contribution to students motivation to learn.
      - Teachers also have more influence on these behaviours and the motivation they represent on students.
      - Teachers must also keep in mind that cultural and age differences will determine the most appropriate ways for them to motivate students.
  - - - Older learners have strong opinions
      - Those beliefs are based on previous experiences.
      - Research confirms that there is a mismatch between students and teachers views.