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1. This student lacks of what Van Lier (1996) defines as intrinsic motivation due to the
fact that he does not possess psychological needs produced by the same individual, by
his social interaction or by his cultural patterns (social milieu as called by Smith, 1972).
There is no clear objective for the learner to visualize a reason why he has to acquire
or learn the second language and this makes a series of steps within the same learning
On the other hand, his vision of the teacher is first of a motivator and facilitator of
knowledge who he, as a learner, can depend on. It is the teacher’s mission to make the
learner rewarded by his achievement or his attempts to achieve the target language.
The teacher is to create a positive learning environment where the student is eager to
learn and where there is flexibility to make choices. The teacher must make the
Ellis (1985). By using grammar, the learner is showing analysis, attention to details,
and mastering of exercises, drills, and other focused activities. Because of this
particularity, the learner feels more self-confident handling with structures he feels he
can have under control by means of exercising rather than tolerating the ambiguity
caused by more dependent field activities. Following Carroll and Sapon’s MLAT, this
environment. The importance of taking this variable, studied by Arnold and Brown
mastery of the language rules that can ease his achievement of a good score in an
3. The learner here uses what he can extract from a short novel as a way to approach
to the language. This implies being more field-dependent in the sense that he does not
analyse the language contained in the reading texts but sees it in a more holistic way.
However, he is an autonomous learner that upholds in himself the urge to read with a
clear and punctual aim which is getting real daily life in English.
His motivation is integrative and intrinsic. There is an intention to learn about how the
English culture works on a daily basis routine. His purpose is encouraged by himself
Following Reid (1987) I can group him in the visual type of learner in the way he finds
reading texts as an effective tool to achieve his goal of learning the language.
4. The comment shows a field-independent student who needs to observe the most
repetitive parts of the language and to make use of them using a memory strategy. It is
a learner who applies his own perception of what could be the most relevant lexis in the
language employing criteria of the more frequent, the more practical, therefore, the
more used. Once this choice has been made, he utilises a mnemonic strategy that
5. This is a learner with integrative motivation. His aim goes beyond learning about the
language towards getting a broader view of what the English culture is like. Bearing
that in mind, once can think that his motivation must also be intrinsic and has to take
By adapting such an approach to the L2, the learner is very likely to deal with low levels
of anxiety, being extroverted and taking risks while having to use the language. His
tolerance of ambiguity has to be high. The fact that his objective is not the language
end.
6. The student shows mainly low levels of anxiety because he is in an atmosphere
created to foster them. That class must have handled well aspects related to
personality turning them into strength in learning since it encouraged the learner to be
However, as the comment evidences, this is the description of what happened in “that
class”. I would say that the teacher is focused on creating short-term motivation as a
means to reach a long-term one. He must have prepared that class as a way to prove
students what they can achieve by themselves and as a way to show that the use of
7. This learner has reached a point where he feels he cannot use the second language
performance.
He must be someone who has studied the language for long time and who is
experiencing what Selinker calls fossilisation. This usually happens when the social
environment does not offer the learner continuous chances to use the target language
His motivation, as part of what Skehan defines as the resultative hypothesis, is affected
8. The learner possesses integrative motivation and considers that learning a language
is just achievable being inside the social environment where the language is used,
experiencing what the language is and understanding how the culture around it works.
as ways to learn. On the contrary, he thinks living the language is the way to acquire it.
It implies high acceptance of what Brown called “acculturation”, that is, the learner’s
interpersonal learning style where he can obtain the target language by socialising and
9. The student demonstrates to pursue a clear and practical objective with the
language, which makes him have instrumental motivation. The fact that the person can
perform well while writing or speaking in English broadens the chances to be better
paid or to be considered as a candidate for a job. It is very common to have this type of
motivation, especially in people whose origin is Latin and are looking for better life
conditions than the ones they can have if they only handle their native language.
There are extrinsic and intrinsic motivation factors as well. The learner has a nuisance
that is proving he has achieved a good level of spoken and written English to his future
contractor but at the same time what moves him to be good at producing the L2 is his
10. The student evidences lack of what Oxford and Ellis call communication
strategies. While speaking he might feel he does not have the ability to compensate
using for example paraphrasing or restructuring, this limits the capacity to improvise – a
can say that the learner here does not have an outgoing personality and shows great
inhibition due to his high self-consciousness that takes him to think that what he does
11. This learner is field independent in the sense that he analyses a part of the
where this is reinforced and where there is hardly any real contact with the L2 that
According to what he says, I can think that he is weak in his phonemic or phonetic
coding ability. This is perceived by the way he underestimates his capacity to perform
hand in hand with the results he obtains. The rigorousness he has given to
pronunciation and the absence of regular patterns he can apply in pronunciation make
him lose the motivation which, at this point, might become a constraint for learning
When he states that “English pronunciation is so difficult for me”, he is also evidencing
he is part of what McClelland calls “low achievers” since he has discouraging learning
12. The student is seen as having a field dependent cognitive style. His self view is
derived from others and by writing letters to pen friends he is showing he is socially
sensitive and person oriented. The perception of the language is in terms of its use and
there is no evidence of any analysis performed on the parts of the language system.
What drives him into the language is intrinsic and goes towards a real use to achieve
communication and to learn from the culture by means of foreign pen friends.
anxiety that reinforces his efforts do to well and to succeed in exchanging experiences
13. This learner has no motivation at all due to some factors I can perceive. First there
is no objective set neither imposed nor free-willed, with this in mind it is very hard to go
reaching certain steps if there is nowhere to go. Second, according to Fishbein and
in an unfavourable manner. Third, it might be that this student evidences either what
Stern calls ethnocentrism and that he feels that his community is superior to the one
where English is spoken or that he cannot deal with what Brown called acculturation
14. This learner exhibits a great aptitude towards English. As a consequence his
no problem posed in performing in public which makes him be more encouraged to use
the language every time he can do it. He might see the language as a way to be
This comment is surely made about someone who shows no anxiety at all, who has no
fear of making mistakes, who is self-confident and with a high self-esteem. He must
15. This student shows state anxiety because it is at the moment of speaking that his
fears of making mistakes and being criticised come out. He must be someone with an
introverted personality who does not perform well in public because there is a lack of
control on what and how is said. The learner must also have low self-confidence while
in public because he could feel that social factors impose a feature of making things
His cognitive strategy and his learning style have to be marked by analysis, otherwise
he could be more flexible and leave room for mistakes if he assessed the language
16. This learner demonstrates to have a field independent cognitive style learning with
a methodology that emphasises a more field dependence. Besides the projects make
him be analytic in his learning style because they are more object-oriented and more
Since the projects are framed in time periods, the student exhibits short-time
motivation. At the same time, and for the same nature of the activity, the motivation
relates to the way the learner approaches to the projects. Maybe, the dissatisfaction
17. The comment shows a learner with what Scovel called “facilitating anxiety”. This
reinforces the effort and desire to do well and succeed. Along with this, one can think of
the satisfaction given by achieving a higher score as extrinsic motivation. This type of
challenge can also conclude in intrinsic motivation since the learner gets to see the test
Getting better scores as the motivation to continue to make the effort to learn, could
also be seen as what Skehan called “resultative hypothesis” that is the reward that
learners experience which makes them be more encouraged to try harder each time.
18. This learner shows field dependence in his cognitive style. He has an internal frame
reference based on lexicon and it is there where his learning is rooted. It is analytic but
he also uses compensation strategies in the way he tries to guess intelligently the
There is a high level of tolerance of ambiguity but also an organised way to approach
19. This learner uses a non-cooperative strategy when he tries to use the symbols of
his first language to represent how the words in the L2 sound. Therefore, there is a
dependence on the first language but it is used as a resource to approach to the L2.
His way to deal with the language is more field independent as he takes parts of the
language and sees the way to analyse and learn them, in this case, words he hears.
He could be both auditory and visual as a learner. He first tries to record in his mind the
model given by the teacher and then imitates, then he uses the visual registration of
Well, it hasn't been your day, your week, your month, or even your year.
But, I'll be there for you, when the rain starts to pour.
But she didn't tell you when the world has brought you down to your knees.
That, I'll be there for you, when the rain starts to pour.
No one could ever know me, no one could ever see me.
Seems like you're the only one who knows what it's like to be me.
Someone to face the day with, make it through all the rest with,
Someone I'll always laugh with, even at my worst, I'm best with you.
Well, it hasn't been your day, your week, your month, or even your year.
But, I'll be there for you, when the rain starts to pour.