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Individual Differences in L2 Acquisition

Introduction to Second Language Acquisition

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Group 8
Ahmad Hafidzul M. Betari Irma Ghasani Mediana Noor Tuti Umi Latifah 2201411108 2201411113 2201411115 2201411118

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Language Aptitude
Psychological Dimension of Difference

Motivation

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Language Aptitude
People differ in the extent to which they process a natural ability for learning an L2.

It is believed to be in part related to general intelligence but also to be in part distinct

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Components of language aptitude by John Carroll

Phonemic coding ability

The ability to identify the sounds of a foreign language so that they can be remembered later

Grammatical sensitivity

The ability to recognize the grammatical functions of words in sentences


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Inductive language learning ability


Rote learning ability

The ability to identify patterns of correspondence and relations between form and meaning

The ability to form and remember associations between stimuli.


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How does language aptitude relate to the

processes of interlanguage development?

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Different language aptitude may be implicated in different stages of process Phonemic coding ability would seem relevant to the processsing of input, grammatical sensitivity and inductive language learning ability to the central processing stages involving interlanguage construction, and memory to the storage and access of language.

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Motivation
It involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2. It can result from learning as well as cause it. It is dynamic in nature; it is not something that varies from one moment to the next depending on the learning context or task.
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instrumental

intrinsic

motivation

integrative

resultative
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Instrumental motivation

Including some functional reason to pass an examination, to get a better job, or to get a place at university In some learning contexts, it seems to be the major force determining success in L2 learning.

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Integrative motivation

Including interest in the people and culture represented by the target language In some learning contexts, it does not seems to be important

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Resultative motivation

It is as the result of learning Learners who experience success in learning may become more, or in some contexts, less motivated to learn

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Intrinsic motivation

It involves the aousal and maintenance of curiosity and can ebb and flow as a result of such factors as learners particular interests and the extent to which they feel personally involved in learning activities

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Learning Strategies
They are the particular approaches or techniques that learners employ to try to learn an L2. They can be behavioural or they can be mental They are typically problem-oriented

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Different kinds of learning strategies : Cognitive strategies Those that are involved in the analysis, synthesis , or transformation of learning materials Metacognitive strategies Those that are involved in planning, monitoring, and evaluating learning Socio / affective strategies They concern the ways in which learners choose to interact with other speakers.
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Differents aspects of L2 learning


Functional practice : It aids the development of communicative skills. Formal practice : It contributes to the development of linguistic competence.

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References
Ellis, Rod. 1997. Second Language Acquisition. Oxford : Oxford University Press

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Thank You!

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