1. Theories of Language Acquisition
Lecture V

2. Individual Differences in Second Language Learning
Research on learner characteristics
Intelligence
Language learning aptitude
Learning styles
Personality
Attitudes and motivation
Motivation in the classroom
Identity and ethnic group affiliation
Learners beliefs

3. Research on learner characteristics
L1 learning success vs L2 learning success
Extroverted learners vs introverted learners
Tests and questionnaires to find out motivation in L2 learning outcomes
The statistical procedure is known as correlation
Correlation indicates the likelihood that learners with high scores in the motivation questionnaire will also score highly on the language test
Correlation may be positive and negative

4. Intelligence Intelligence referring to performance on tests
IQ scores as a means of predicting success in L2 learning
Metalinguistic knowledge vs communicative ability in IQ tests
Individuals have multiple intelligences and that IQ tests assess only a limited range of abilities

5. Language learning aptitude
Aptitude characterized as the ability to learn quickly.
Modern Language Aptitude Test (MLAT) and Pimsleur Language Aptitude Battery (PLAB) tests widely used as aptitude measures
Test components: identify and memorise new sounds, understand the function of words in sentences, figure out grammatical rules, and remember new words
MLAT and PLAB tests used during the grammar translation and audio-lingual approaches
MLAT and PLAB tests were considered irrelevant by researchers when CLT approach came to life
Working memory (WM) can be an important variable in predicting success in language learning

6. Language learning aptitude
Working memory refers to the active processing of information
A single teaching approach cannot benefit all learners
Learners with different learning aptitude profiles to be offered different teaching activities
Three different types of instruction: deductive, inductive and structural (Erlam 2005)
Inductive instruction learners receiving no grammar instruction and figured out different meanings
Deductive instruction learners receiving explicit rule-based grammar instruction and practised the rules
Structured instruction learners received explicit rule-based grammar instruction but did not produce target forms

7. Language learning aptitude
Learners in deductive instruction benefited the most
People with very good academic performance, may find foreign language learning difficult
Some people have problems with certain language skills in their own language
The secret to success is to find the appropriate instructional approach to meet the needs of learners with a variety of aptitude profiles
There are exceptional learners who learn a foreign language within a few weeks

8. Learning styles Different individual learning styles
Learning styles based on natural, habitual and preferred ways of absorbing, processing and retaining information and skills
Visual, auditory and kinaesthetic learners
Field dependent or field independent learners depending on how they see things
Embedded figures test used as a measure of cognitive learning style
No single learning style will suit all learners

9. Personality Extroverted learners vs introverted learners
Inhibition discourages participation in the classroom which is important for progress in language learning
Inhibition as a problem among adolescents
Learner anxiety (worry, stress, nervousness) as a temporary and context-specific feature of a learner’s personality
Willingness to communicate (WTC) as an anxiety
Communicative confidence is shaped by two variables: how relaxed L2 learners are and how competent they feel about their L2 ability
This is down to previous experience with L2 speakers

10. Personality
Other personality characteristics: self-esteem, empathy, dominance, talkativeness, and responsiveness
The major difficulty is in investigating the personality characteristics is that of measurement
Personality has an important influence on success in language learning

11. Attitudes and motivation
Difficult to say whether positive attitude produces successful learning or successful learning produces positive attitudes, or both are affected by other factors
Evidence that positive attitudes are associated with a willingness to learn hard
Motivation is L2 learning is seen as a complex phenomenon
Motivation defined as learners’ communicative needs and also defined as learners’ attitudes towards L2 community
A process-oriented model of motivation consisting of three phases:
Phase one: choice motivation
Phase two: executive motivation
Phase three: motivation retrospection

12. Motivation in the classroom
Motivated students love the subject and participate actively in class
Teachers play a major role in motivating students
Cultural and age differences play a role in motivation
Teachers’ motivational strategies:
1. Teacher discourse: arousing attention
2. Participation structure: group/pair work
3. Activity design: individual/team competition
4. Encouraging positive retrospective: self-evaluation

13. Identity and ethnic group affiliation
Social factors affect motivation, attitudes and language learning success
Relationship between language: minority groups learning the majority group language and vice versa
Reluctance to speak the other’s language leading to isolation
Teachers to provide equal opportunities to all students

14. Learner beliefs
Learners know what instructional approach works best for them
This is based on learners’ previous experience and assumption
The issue of correcting errors by teachers
Students prefer to integrate grammar into communicative learning approach

15. Questions
As future English teachers, what ways would you use to motivate students to attend and participate in the class actively?
What would you do to make sure that your teaching approach is suitable to all students in the classroom

16. Task
Conduct an interview with an ELT about his/her teaching approach and the way he/she uses to motivate learners