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Individual differences in second language learning - Coggle Diagram
Individual differences in second language learning
Learning characteristics and second language learning
Individual differences that are inherent in the learner can success or failure in language learning
Hi there characteristics often believed to predict success in language, learning our intelligence, motivation, and the age at which learning begins
Research on the influence of individual differences on second language. Learning is usually done through correlational studies.
Difficulties in assessing the relationship between individual learner characteristic and second language learning
It’s not possible to directly observe, and measure motivation
Characteristics such as these are not independent from each other
I know the difficulty is how language proficiency is defined and measured
Research must also take into account, the social and educational setting in which learners find themselves
Individual differences in second language learning
Intelligence
Some research has shown that IQ scores were a good means of predicting success in second language learning however, It suggest about IQ test, may be more strongly related to metalinguistic knowledge then communicate ability
Multiple intelligence
Gardner’s propose that individuals have multiple intelligence and that traditional IQ test have assessed only a limited range of abilities
Linguistics
Logical mathematical
Musical
Intrapersonal and interpersonal
Bodily kinesthetic
Spatial
attitude and [motivation]
Attitude: gardner and his colleagues have carried out a program of research on the relationship between a learner‘s attitude toward the second of a friend language, and its community and success in second language learning, although the research cannot prove that positive attitudes cause success in learning
Motivation and second language learning is a complex phenomenon that has been defined in terms of two factors learners communicative needs, and their attitudes towards the language community
Two types of motivation, instrumental motivation, which is the language learning for immediate or practical goals and integrate of motivation, which is language learning for personal growth and cultural enrichment through contact
Learning style
Is an individuals Natural, habitual and preferred ways of obserbing, processing, and retaining new information and skills
Perceptually based learning style, visual, auditory, can you kinesthetic
Personality
Extroverted vs introverted it’s often argue with that an extroverted person is well-suited to language learning, but researched observe that in certain learning situation, the quite observant learner may have greater
Inhibition and anxiety it has been suggested that inhibition discourage risk-taking, which is necessary for progress in language learning
Learners willing to communicate it also has been related to anxiety. It’s me change with number of people present and the topic of the conversation or the formality of the circumstances
Aptitude
Aptitude is the ability to learn quickly
motivation in the classroom
And teachers mind motivated students are usually those who participate actually in a class expressed interest in the subject matter and study a great deal. Teacher also have more influence on those behaviors and the motivation they represent, then on students reasons for studying the second language by the attitude towards the language, and it’s speakers
Teachers can make a positive contribution to students motivation to learn of class. Rooms are places that students enjoy coming to because the Contant is interesting and relevant to their age and level of ability. The learning goals are challenging yet manageable and clear.
Teacher also should keep in mind that cultural and age differences will determine the most appropriate ways for them to motivate students
Identity and ethnic group Affiliation
Search of factors in the wider community can also affect motivation, attitude, and language learning success. One such factor is the social dynamic, her powers relationship between languages for example, a minority group, learning the language of majority group. They have different attitudes and motivation from those of majority group members learning minority language.
Learners beliefs
Language learners are not always aware of the individual cognitive or perceptual learning styles
Research on learner beliefs about the rule of grammar and corrective feedback in second language, learning confirms that there is often end mismatch between students and teachers
Age and second language learning
Age is easier to define and measure than personality, aptitude, or motivation, but the relationship between age and success in second language acquisition is hardly less complex or controversial
There is a critical period for second language acquisition, just as his first language acquisition, developmental changes in the brain affect the nature of the language acquisition and language learning
Older learners may depend on more general learning abilities yet this learning abilities are not as effective for language learning.
The critical period is more than just a pronunciation must studies of the relationship between age of acquisition, and second language development have concluded that all the learners typically have a noticeable a foreign accent
Intuitions of chromatically disappear to confirm the hypotheses that adults learners may parent language in a way that is different from the way young children learn
Racist morning research suggests that all the learners may have an advantage in the term of the route of learning.they are built to learn faster in the early stages of second language development. results revealed that it was the adults not the children whose scores were second best.