Individual Differencesand Call<br />Third Groups<br />Gian Wekti <br />Yudhie Indra G<br />Mufaizah<br />Bambang<br />
Presentation Mapping<br />
Models of Second Language Learning and Their Variables<br />1. The “Good Language-Learners” Model<br />2. Monitor Theory<b...
1. The “Good Language-Learners” Model<br />The model proposed by Naiman, Frohlich, Todesco, and Stern identifities:<br />A...
Continued.....<br />In this model of theory showed that there is a direct link between each of the three global independen...
       Teaching<br />     The Learners<br />    The Context<br />Materials<br />Syllabus<br />Methodology<br />Resources<b...
2. Monitor Theory<br />
Monitor Theory<br />M<br />O<br />N<br />I<br />T<br />O<br />R<br />O<br />U<br />T<br />P<br />U<br />T<br />I<br />N<br...
Individual differences
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Individual differences

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Individual differences

  1. 1. Individual Differencesand Call<br />Third Groups<br />Gian Wekti <br />Yudhie Indra G<br />Mufaizah<br />Bambang<br />
  2. 2. Presentation Mapping<br />
  3. 3. Models of Second Language Learning and Their Variables<br />1. The “Good Language-Learners” Model<br />2. Monitor Theory<br />3. Brown And Fraser’s<br />4. Levin<br />
  4. 4. 1. The “Good Language-Learners” Model<br />The model proposed by Naiman, Frohlich, Todesco, and Stern identifities:<br />A. Teaching<br />B. Learner<br />C. Context<br />Two dependent variables:<br />A. Learning<br />B. Out come<br />
  5. 5. Continued.....<br />In this model of theory showed that there is a direct link between each of the three global independents variables and the learning variable.<br />However, how these independents variables and which particular sub-variables affect the learning variables, remains unclear.<br />
  6. 6. Teaching<br /> The Learners<br /> The Context<br />Materials<br />Syllabus<br />Methodology<br />Resources<br />Unconscious<br />Process:<br />Generalisation<br />Transfer<br />Simplication<br />Conscious Processes:<br />Strategis<br />Proficiency:<br />Listening<br />Speaking<br />Reading<br />Writing<br />Errors Interlanguage<br />Affective Reasons<br />Age<br />Intellegence<br />Aptitude<br />Motivation<br />Attitude<br />Personality<br />Cognitive Style<br />EFL/ESL<br />Opportunities for Use<br />Social Milieu <br />The Good Language-Learner Model <br />
  7. 7. 2. Monitor Theory<br />
  8. 8. Monitor Theory<br />M<br />O<br />N<br />I<br />T<br />O<br />R<br />O<br />U<br />T<br />P<br />U<br />T<br />I<br />N<br />P<br />U<br />T<br />Cognitive<br />Organizers<br />Affective<br />Filter<br />

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