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This document discusses individual differences that may affect second language acquisition (SLA). It covers four main categories of differences: cognitive, affective, physiological, and social. Some key cognitive factors discussed are intelligence, aptitude, cognitive academic language proficiency, learning styles, and learning strategies. Important affective differences mentioned are personality traits like extroversion and anxiety. Physiological differences addressed include the critical period hypothesis related to age and potential gender differences. Social factors covered are identity, ethnic affiliation, and socialization processes in language learning. The document provides references for further research on specific factors like age, gender, anxiety, motivation, and styles/strategies. It concludes by proposing group presentations on these topics.
This document discusses individual differences that may affect second language acquisition (SLA). It covers four main categories of differences: cognitive, affective, physiological, and social. Some key cognitive factors discussed are intelligence, aptitude, cognitive academic language proficiency, learning styles, and learning strategies. Important affective differences mentioned are personality traits like extroversion and anxiety. Physiological differences addressed include the critical period hypothesis related to age and potential gender differences. Social factors covered are identity, ethnic affiliation, and socialization processes in language learning. The document provides references for further research on specific factors like age, gender, anxiety, motivation, and styles/strategies. It concludes by proposing group presentations on these topics.
This document discusses individual differences that may affect second language acquisition (SLA). It covers four main categories of differences: cognitive, affective, physiological, and social. Some key cognitive factors discussed are intelligence, aptitude, cognitive academic language proficiency, learning styles, and learning strategies. Important affective differences mentioned are personality traits like extroversion and anxiety. Physiological differences addressed include the critical period hypothesis related to age and potential gender differences. Social factors covered are identity, ethnic affiliation, and socialization processes in language learning. The document provides references for further research on specific factors like age, gender, anxiety, motivation, and styles/strategies. It concludes by proposing group presentations on these topics.
I.e., what are some ways in which people differ that might have an effect on SLA? Four categories of differences: Cognitive Affective Physiological Social
Individual Differences in SLA: Cognitive
Intelligence IQ tests. What do these tests measure, and what dont they measure? How many kinds of intelligence are there? Aptitude, the ability to learn quickly. Scholars suggest that language aptitude consists of: phonetic coding ability grammatical sensitivity rote learning ability for foreign language materials inductive language learning ability. DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. SSLA, 22, 499533. 2
Individual Differences in SLA: Cognitive
Cognitive Academic Language Proficiency -- The language ability required for academic achievement; requires longer to develop than Basic Interpersonal Communication Skills (BICS). Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.
Individual Differences in SLA: Cognitive
Learning styles our preferred (natural, habitual, without thinking) way of learning. field in / dependence (seeing details as separate v. seeing holistically) reflectivity / impulsivity category width (tendency to categorize items broadly or narrowly) analytical / gestalt aural / visual
Individual Differences in SLA: Cognitive
Learning strategies the conscious decisions we make about the learning task. metacognitive strategies advance organizers, self evaluation, etc. cognitive strategies elaboration, inferencing, and so on. social strategies scaffolding, cooperation Carson, J., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401 438. 5
Individual Differences in SLA: Affective
Personality in HLAL = Affective differences, which mean differences related to our feelings or emotions Extroversion / introversion learners assertiveness /adventurousness, or lack of same Inhibition note Guiora (1972). What is the instrument used to measure inhibition? Tolerance for ambiguity Competitiveness Self-esteem Risk taking Sensitivity to rejection Empathy 6
Individual Differences in SLA: Affective
Personality in HLAL = Affective differences, which mean differences related to our feelings or emotions Anxiety Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89(2), 206220. Motivation Wright, M., & McGrory, O. (2005). Motivation and the adult Irish language learner. Educational Research, 47(2), 191204.
Individual Differences in SLA: Physiological
Age the critical period hypothesis DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499 533. Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychological Science, 14(1), 3138.
Individual Differences in SLA: Physiological
Gender Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, 15(1), 127.
Individual Differences in SLA: Social
Identity and ethnic group affiliation social dynamic or power relationship between languages [and the people associated with them] (HLAL, p. 65). To this, add socialization: adjustments required of learners as they acquire languages situated differently relative to those social and power relationships. Lam, W.S.E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8(3), 4465. 10
Individual Differences in SLA:
Group Presentations Five or six people per group on: 1.Age Hakuta, K., Bialystok, E., & Wiley, E. (2003). 2.Gender Brantmeier, C. (2003). 3.Anxiety Elkhafaifi, H. (2005). 4.Motivation Wright, M., & McGrory, O. (2005). 5.Styles and Strategies Carson, J., & Longhini, A. (2002). 6.Socialization Lam, W.S.E. (2004). What is the research paradigm and method in the study? 11