1. The Good Language Learner

2. In second language learning, in the same classroom setting, some students progress rapidly while others progress very slowly. In second language learning, in the same classroom setting, some students progress rapidly while others progress very slowly. What are the personal characteristics which make one learner more successful than another? What are the personal characteristics which make one learner more successful than another?

3. T here are several individual factors which contribute to successful language learning:  Intelligence  Aptitude  Personality  Motivation and Attitudes  Learner Preference  Learner Beliefs  Age of Acquisition

4. Intelligence Traditionally, the term “intelligence” has been used to refer to performance on certain kinds of tests (IQ). Traditionally, the term “intelligence” has been used to refer to performance on certain kinds of tests (IQ). However, “intelligence” is complex and individuals have many kinds of abilities and strength not all of which can be measured by traditional IQ tests. However, “intelligence” is complex and individuals have many kinds of abilities and strength not all of which can be measured by traditional IQ tests. Thus intelligence is a strong factor when it comes to language analysis and rule learning, but it is not always related to oral skills such as: communication and interaction. Thus intelligence is a strong factor when it comes to language analysis and rule learning, but it is not always related to oral skills such as: communication and interaction.

5. Aptitude Aptitude is composed of different types of abilities:  Identifying and memorizing new sounds.  Understanding words function in sentences  Figuring out grammatical rules from language samples.  Memory for new words.

6. Personality Some studies have found correlation between personality characteristics and the acquisition of conversational skills. These characteristics include assertiveness, adventurousness, risk- taking, self – esteem, empathy, dominance, talkativeness and responsiveness. Some studies have found correlation between personality characteristics and the acquisition of conversational skills. These characteristics include assertiveness, adventurousness, risk- taking, self – esteem, empathy, dominance, talkativeness and responsiveness. Other studies don’t show any clear relationship between personality and SLA. Other studies don’t show any clear relationship between personality and SLA.

7. Motivation and Attitudes Motivation involves the attitudes and affective states that influence the degree of effort that learner make to learn an L2. Studies show that positive attitudes and motivation are related to success in SLA. Motivation is defined by 2 factors: 1.Learners’ communicative needs 2.Learners’ attitudes towards the SL community. There are various kinds of motivation: instrumental, integrative, resultative, extrinsic and intrinsic. integrative, resultative, extrinsic and intrinsic.

8. Learner Preference  A good SL learner is conscious of his individual learning styles (visual, aural, kinaesthetic etc).  A good SL learner knows how to employ different learning strategies (cognitive, meta-cognitive, social).  A good SL learner is aware of grammatical structure, an active learner and flexible in using several learning styles.

9. Learner beliefs  A good SL learner has strong beliefs and opinions about how the instruction should be delivered.  Teachers can use learners’ preferences and beliefs in order to help them develop a better flexibility in learning a new language.

10. Age It is claimed that there is critical period for SLA.(the age of puberty), however the role of the critical period in SLA is still much debated. Age is considered critical for native-like fluency. (the age of 12) In the early stages of SLA, older learners are more efficient than younger learners.