1. Individual differences in second language acquisition Valentina Correa Henríquez Romina Massone Pérez

2. Aptitude: How it is perceived. Aptitude has generated the most consistent predictors of second language learning success.Aptitude has generated the most consistent predictors of second language learning success. This sub-area of second language learning and applied linguistics had not been integrated into other areas of investigation.This sub-area of second language learning and applied linguistics had not been integrated into other areas of investigation. It had not animated much theoretical or practical interest some years ago.It had not animated much theoretical or practical interest some years ago.

3. Carroll´s four components model of aptitude 1) Phonemic coding ability1) Phonemic coding ability 2)Grammatical sensitivity2)Grammatical sensitivity 3)Inductive language learning ability3)Inductive language learning ability 4)Associative memory4)Associative memory

4. Two major influences that have caused the marginalization of aptitude “Aptitude has been poorly regarded within language teaching”.“Aptitude has been poorly regarded within language teaching”. The 2nd marginalizing influence concerns the supposed link between aptitude and learning context.The 2nd marginalizing influence concerns the supposed link between aptitude and learning context.

5. Foreign language aptitude and SLA Skehan proposed that different components of aptitude could be related to stages of information processing of SLA.Skehan proposed that different components of aptitude could be related to stages of information processing of SLA. Retrieval memory can be related to output and fluency or phonemic coding can be related to noticing.Retrieval memory can be related to output and fluency or phonemic coding can be related to noticing.

6. Cognitive and Learning Styles

7. Keefe and Perrell (1990) Style: “A complexus of related characteristics in which the whole is greater than its parts”. Learning Style: “Gestalt combining internal and external operations derived from the individual´s neurobiology, personality and development, and reflected in learner behavior.” Cognitive Style: Restricted to information- processing.Keefe and Perrell (1990) Style: “A complexus of related characteristics in which the whole is greater than its parts”. Learning Style: “Gestalt combining internal and external operations derived from the individual´s neurobiology, personality and development, and reflected in learner behavior.” Cognitive Style: Restricted to information- processing.

8. Oxford and Anderson (1995) state that learners have at least 20 styles but 8 are relevant for L2 learning:Oxford and Anderson (1995) state that learners have at least 20 styles but 8 are relevant for L2 learning: i.Global vs Analytic ii.Field Dependent vs Field Independent iii.Feeling vs Thinking iv.Impulsive vs Reflective v.Intuitive – Random vs Concrete – Sequential vi.Closure – Oriented vs Open vii.Extroverted vs Introverted viii. Visual vs Auditory vs Tactile

9. Learning Strategies

10. 1.- Schmeck (1988): “Sequence of procedures for accomplishing learning” 2.- Oxford (1989): “Behaviors or actions which learners use to make language learning more successful, self-directed and enjoyable.” Concepts throughout the years

11. 3.- O´Malley and Chamot (1990): “Special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information". 4.- Weinstein and Meyer (1994): “Thoughts, emotions and behaviors that facilitate the acquisition of knowledge and skills, or the reorganization of one´s knowledge base" Concepts throughout the years

12. Dornyei and Skehan integrated the models of Oxford and O´Malley & Chamot: i.Cognitive: Manipulation or transformation of the learning material (summarizing, use of images) ii.Metacognitive: Higher order strategies (analyzing, evaluating, organizing the learning process) iii.Social: Interpersonal behaviors (interaction with native speakers, teamwork) iv.Affective: Take control of the emotional conditions and experiences that influence learning. Types of Strategies

13. 90s: Learning Strategies -> Self- Regulatory Learning90s: Learning Strategies -> Self- Regulatory Learning “Degree in which individuals are active participants in their own learning.”“Degree in which individuals are active participants in their own learning.” Cognitive, Metacognitive, Motivational, Behavioral and Environmental processes.Cognitive, Metacognitive, Motivational, Behavioral and Environmental processes.

14. Motivation

15. What is motivation? Motivation research focuses on the basic question of why humans think and behave as they do.Motivation research focuses on the basic question of why humans think and behave as they do. Motivation concerns about:Motivation concerns about: 1) The choice of a particular action1) The choice of a particular action 2)The persistence with it2)The persistence with it 3)The effort expended on it3)The effort expended on it

16. Some theories related to motivation Goal theories: Propose that human action is triggered by a sense of purpose, and goals have to be set and pursued by choice.Goal theories: Propose that human action is triggered by a sense of purpose, and goals have to be set and pursued by choice. Self-determination theory: The essence of motivated action is a sense of autonomy.Self-determination theory: The essence of motivated action is a sense of autonomy.

17. Motivation in education Dornyei argues that: “In order to intricate motivational life of classrooms, comprehensive rather than reductionist models that cover a wide range of academic and social motives are needed”.Dornyei argues that: “In order to intricate motivational life of classrooms, comprehensive rather than reductionist models that cover a wide range of academic and social motives are needed”.

18. General motives concerning L2 related values,beliefs and attitudes.General motives concerning L2 related values,beliefs and attitudes. Learner specific motives such as self-confidence and self-esteemLearner specific motives such as self-confidence and self-esteem Motives in the social micro-context of the language classroom, for example the teacher´s motivational influence.Motives in the social micro-context of the language classroom, for example the teacher´s motivational influence.

19. Dynamism in motivation Motivation does not remain constant, it changes in a dynamic way.Motivation does not remain constant, it changes in a dynamic way. Even within the duration of a single course of instruction, most learners experience a fluctuation of their enthusiasm/commitmentEven within the duration of a single course of instruction, most learners experience a fluctuation of their enthusiasm/commitment

20. Dornyei and Otto argued that: “Such a dynamic perspective is a potentially fruitful method of interpreting and integrating the manifold motivational factors that affect the student´s language learning behaviour in classroom settings”.Dornyei and Otto argued that: “Such a dynamic perspective is a potentially fruitful method of interpreting and integrating the manifold motivational factors that affect the student´s language learning behaviour in classroom settings”.

21. Process model of learning motivation in the L2 classroom Pre-actional stage Main motivational influences: Values associated with learning process itself. Attitudes toward the L2 and its speakers. Expectancy of success. Environmental support. Actional stage Main motivational influences : Quality of learning experience. Sense of autonomy. Teachers´ and parents´ influence. Influence of the learner group. Post –actional stage Main motivational influences: Received feedback, praise, grades. Self- confidence and self-worth.