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Individual Differences

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.

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Aurangzeb Chaudhary
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287 views11 pages

Individual Differences

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.

Uploaded by

Aurangzeb Chaudhary
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Individual Differences in SLA

How do individuals differ in learning languages?


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

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