Individual-Differences-in-Second-Language-Learning.ppt
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1、Individual Differences in Second Language Learningn Intelligencen Aptituden Learning stylesn Personalityn Motivation and Attitudesn Identity and ethnic group affiliationn Learner beliefsn Age of acquisition12The“Good Language Learner”nAre there personal characteristics that make one learner more suc
2、cessful than another?In your experience,as an English learner,which characteristics seem to you most likely to be associated with success in L2 acquisition?(Please turn to p.55 and do the questionnaire)Then share your opinion with your group members.Find three most important and three least importan
3、t learner characteristics.A good language learner:a)is a willing and accurate guesserb)tries to get a message across even if specific language knowledge is lackingc)is willing to make mistakesd)constantly looks for patterns in the languagee)practices as often as possiblef)analyzes his or her own spe
4、ech and the speech of othersg)attends to whether his or her performance meets the standards he or she has learnedh)enjoys grammar exercisesi)begins learning in childhoodj)has an above-average IQk)has good academic skillsl)has a good self-image and lots of confidence34Before looking at learner charac
5、teristicsnWhat problems can you see in the following statements?a)Extroverted learners learn a foreign language more successfully than introverted learners.b)Low motivation causes low achievement in English language learning.5Before looking at learner characteristicsnDifficulties in research on lear
6、ner characteristics and second language acquisition(SLA):1)definition and measurement of variables e.g.,“willing to make mistakes”2)definition and measurement of language proficiencyliteracy/academic skills vs.conversational skills3)correlation vs.causal relationship4)socio-cultural factorse.g.,powe
7、r relationship between L1 and L2,social/cultural identity6Intelligence(I)nIntelligence has multiple types:nTraditionally,intelligence refers to the mental abilities that are measured by an IQ(intelligence quotient)test.It usually measures only two types of intelligence:verbal/linguistic and mathemat
8、ical/logical intelligence.nThere are other types of intelligence such as spatial intelligence,bodily-kinesthetic intelligence,musical intelligence,interpersonal intelligence,and intrapersonal intelligence.7Multiple Intelligences (Howard Gardner,1993)(Howard Gardner,1993)nLinguistic intelligence:spea
9、king,using words,writing,giving presentations,solving word problems.nLogical-mathematical intelligence:using numbers,logic,calculations;learning and understanding grammar rules.nSpatial intelligence:drawing,painting,using color,art,graphics,pictures,maps,and charts.nBodily-kinesthetic intelligence:m
10、uscular coordination,athletic skill,body language,drama and theater.nMusical intelligence:using music,tones,hearing;producing the intonation and rhythm of a language.nInterpersonal intelligence:talking with other people,understanding them,using language to communicate.nIntrapersonal intelligence:sel
11、f-knowledge,self-confidence,using language to analyze yourself.8Intelligence(II)nResearch Findings:1.Intelligence,especially measured by verbal IQ tests,may be a strong factor when it comes to learning that involves language analysis and rule learning.2.On the other hand,intelligence may play a less
12、 important role in language learning that focuses more on communication and interaction.3.It is important to keep in mind that“intelligence”is complex and that a person has many kinds of abilities and strengths.9Aptitude(I)nAptitude refers to the ability to learn quickly(Carroll,1991)and is thought
13、to predict success in learning.nIt is hypothesized that a learner with high aptitude may learn with greater ease and speed.(But other learners may also be successful if they persevere).nLanguage aptitude tests usually measure the ability to:1)identify and memorize new sounds2)understand the function
14、 of particular words in sentences3)figure out grammatical rules from language samples4)memorize new words10Aptitude(II)nResearch findings:1)Early research revealed a substantial relationship between performance on language aptitude tests and performance in foreign language learning that was based on
15、 grammar translation or audiolingual methods.2)However,performance on language aptitude tests seems irrelevant to L2 learning with the adoption of a more communicative approach to teaching.3)Successful language learners may not be strong in all of the components of aptitude.Learners strengths and we
16、aknesses in the different components may account for their ability to succeed in different types of instructional programs.11Learning StylesnLearning style refers to an individuals natural,habitual,and preferred way of absorbing,processing,and retaining new information and skills(Reid 1995).nTypes o
17、f learning styles related to L2 learning:1.Perceptual learning styles:visual,aural/auditory,and haptic(kinesthetic&tactile)2.Cognitive learning styles:nfield-independent vs.field-dependent (tendency to see the trees or the forest)nright-brain dominance vs.left-brain dominance 12Learning Stylesnfield
18、-independent vs.field-dependentHeres a puzzle for you.Look at the row of strange shapes below.Can you find what the message is?Can you find thehidden pictures?14Learning Stylesnfield-independent:see things more analytically field-dependent:see things more holisticallynResearch findings:nFI is relate
19、d to classroom language learning that involves analysis,attention to details,and mastering of exercise,drills,and other focused activities.nFD is related to the communicative aspects of language learning that require social outreach,empathy,perception of other people,and communicative skills.nFI/FD
20、may also prove to be a valuable tool for differentiating child and adult language acquisition due to the fact that FI increases as a child matures to adulthood.15Learning Stylesnright-brain vs.left-brain dominancenThe right brain perceives and remembers visual,tactile,and auditory images.It is more
21、efficient in processing holistic,integrative,and emotional information.nThe left brain is associated with logical,analytical thought,with mathematical and linear processing of information.nThough we all tend to have one hemisphere that is more dominant,it is important to remember that the left and r
22、ight hemispheres need to operate together as a“team”.16Learning StylesnResearch findings and implications:1)Every person,student or teacher,has a learning style;therefore,there is no particular teaching or learning method that can suit the needs of all learners.2)Learning styles exist on wide contin
23、uums,although they are often described as opposites.3)Learning styles are value-neutral;that is,no one style is better than others.4)Very little research has examined the interaction between different learning styles and success in L2 learning;however,students should be encouraged to“stretch”their l
24、earning styles so that they will be more empowered in a variety of leaning situations.17Personality nThere are a number of personality characteristics that may affect L2 learning,such asnExtroversion vs.introversionnInhibition vs.risk-takingnAnxietynSelf-esteemnEmpathyExtroversion vs.IntroversionnAr
25、e you more extroverted or introverted?nIt is often argued that an extroverted person is well suited to language learning.However,research does not always support this conclusion.nSome studies have found that learners success in language learning is associated with extroversion such as assertiveness
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- Individual Differences in Second Language Learning
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