INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE

LEARNING

GROUP: NGUYEN MINH HUYEN

NGUYEN THI THU HUE
VU THI HANG
NGUYEN THI KIM NGAN
TRAN THI MINH PHUONG
 INDIVIDUAL DIFFERENCES
IN SECOND LANGUAGE
LEARNING

* Individual differences can predict success

or failure in language learning.
* 3 difficulties in researching learner
characteristics:
-Difficulty in measuring qualities of
characteristics
-Difficulty in measuring language proficiency
-Difficulty in measuring the relationship
between learner characteristics & language
* Importance of the research in this area:
- Researchers seek: how different cognitive
& personality variables are related & how
they interact with learners experiences
gain a better understanding of human
learning.
- Educators find: ways of helping learners
with different characteristics achieve
success in L2 learning.
 Intelligence
Learning styles
Personality
Motivation and Attitudes
Aptitude
Learner beliefs
Age of acquisition & the critical period
hypothesis
 INTELLIGENCE
- Intelligence: ability/abilities to acquire&
use knowledge for solving problems&
adapting to the world.
- Nature of intelligence: the capacity to
learn, the total knowledge acquired, and
the ability to adapt to new situation& the
environment different levels of
intelligence (IQ) and also parts of our brain
are more developed than others (multiple
intelligences).
IQ scores - a good means of predicting
success in L2 learning. IQ tests - more
related to metalinguistic knowledge than
to communicative ability.
+ French Immersion Programmes in
Canada, Fred Genesee (1976)
+ Multiple intelligences - Dr. Howard
Gardner. (1993)
 7 primary forms of intelligence +
- Linguistic intelligence (word smart)
- Logical-mathematical intelligence
(number/reasoning smart)
- Spatial intelligence (pictures mart)
- Bodily-Kinesthetic intelligence (body
smart)
- Musical intelligence (music smart)
- Interpersonal intelligence (people smart)
- Intrapersonal intelligence (self smart)
- Naturalist intelligence (nature smart)
 Learning styles
Learning style refers to an individuals natural,
habitual, and preferred way of absorbing, processing,
and retaining new information and skills (Reid 1995).
Types of learning styles
related to L2 learning:
1. Perceptual learning styles:
visual, aural, and kinesthetic
2. Cognitive learning styles
field-independent

field-dependent
 Learning styles
Perceptual learning styles
Visual style: Learners like to read,
see the words & learn by looking
at pictures and flashcards.
Aural style: Learners enjoy
listening to lecture, engaging in
conversations & dont need to see
words written down.
Kinesthetic style (acting):
Learners like to learn by doing,
enjoy working with physical
objects, and figuring out
problems on their own.
Learning styles

Cognitive learning
styles
Field independent style:
Learners concentrate on the
details of language, and
sometimes can not see the
big picture because of their
attention to its parts.
Field dependent style:
Learners focus on the whole
picture and do not care so
much about the details.
 Personality
There are a number of personality
characteristics that may affect L2 learning,
such as:
Extroversion vs. introversion
Inhibition
Anxiety
Risk-taking
Self-esteem
Empathy
 Personality
Extroversion vs.
introversion
Extroversion can be
characterized as: outgoing,
sociable, needed for attention,
adaptable. Extroverts tend to
perform better at speaking.
Introversion can be described
as: quite, reserved, isolated.
Introverts are said to have
advantages in reading and
writing
 Personality

Inhibition
Inhibition in people arises as
they tries to defend or protect
their self-image.
If learners perceive the
mistakes as a threat to their
emotion and self perception,
then acquisition will not occur
 Implications
Every student has a learning style; therefore,
there is no particular teaching or learning
method that can suit the needs of all learners.
Learning styles are value-neutral; that is, no
style is better than others.
Every person has a unique personality that
makes them different from others. If their
learning personality was recognized and
appropriate opportunity was offered, they would
have a love to learn and be highly productive
Motivation and Attitude
Take an integral part in learning process as
well as the success or failure in language
learning
Motivation
1. Integrative motivation: LL
for personal growth and cultural
enrichment

2.
Instrumental motivation: LL
for a practical goals or utility it
may have for learner( ex: to pass
the exam, to use it in ones job)
Attitude
1. Positive attitude: to let learner
have positive orientation toward
language learning
2. Negative attitude: to be a
source of resentment for
language learning
Pedagogical practices

Verifying the activities, tasks and

materials
Presenting an or some element(s) of
challenge to students
Creating learning activities that are
based on topics that are relevant to
students lives
Pedagogical practices
(cont)
Encouraging and praising
students timely; being optimistic
about everyones ability to learn
English
Maintaining an upbeat, positive
attitude that conveys how
exciting you, as a teacher, find
the language
APTITUDE
- Aptitude: an individuals ability to learn or
perform certain skills. It is an inherent
capacity, talent or ability to do something.
- Aptitude tests refer to standardized tests
designed to measure an individuals ability
to develop certain skills.
- Specific abilities though to predict success
in language learning have been studied
under the title of language learning
aptitude.
- Most widely used aptitude tests: the
Modern Language Aptitude Test (MLAT)
(Carroll & Sapon, 1959) and the Pimsleur
Language Aptitude Battery (PBLAB)
(Pimsleur, 1966) Paul Meara (2005)
 All the tests are based on the view that
aptitude has several components:
The 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.
Learner beliefs
- Second language learners are not always
aware of their individual cognitive or
perceptual learning style.
- Olders learner have strong beliefs and
opinion about how their instruction should
be delivered.
- Type of instruction is the best way for
them to learn.
- The majority of students expressed
concern about several aspects of their
instruction.
They are interested in the absence of
attention to language form, corrective
feedback, or teacher centred instruction
Learners instruction will influence the
kinds of strategies they use in trying to
learn materials
 Age of acquisition and
the critical periob
hypothesis
This characteristic is easier to define and
measure than personality, aptitude, or
motivation.
The relationship between age and
success in second language acquisition
is hardly less complex or controversial.
Development changes in the brain affect
the nature of language acquisition.
Language learning may not based on the
innate biological structures believed to
contribute to first language acquisition or
second language acqusition in early
chhildhood.
Most studies of the relationship
between age and second language
development have focused on
learners pronuciation.
Both experience and research show
that older learners can attain high
levels of proficiency in their school
language.
The objective of second language
learning is native-like mastery of
the target language.
The goal is basic comunicative
ability for all students in an
educational system.
Decisions about when to start
second language programme in
schools should be based on
realistics estimates of how long it
Age is one of the characteristics that
determine the way in which an
individual approaches second
language learning.
The motivation to learn and individual
approaches in aptitude for language
learning are also important
determining factors.