5 factors affecting LLS
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Five factors that affect language learning strategies are: 1) Gender - Females tend to use compensation, affective, and metacognitive strategies more than males. 2) Motivation and attitudes - Motivation comes from instrumental reasons like career goals or integrative reasons like wanting to immerse in the culture. 3) Learning style - Analytic learners prefer strategies like rule-learning while global learners use meaning-finding strategies. 4) Aptitude - Aptitude includes abilities like identifying sounds, understanding word functions, figuring out grammar rules, and memorizing words. 5) Personality - Traits like extroversion, inhibition, anxiety, and self-esteem can
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Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Five factors affecting learning language strategies
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
Factors affecting usage of language learning strategies
This is a slidehare I prepared on Factors affecting usage of LLS to complete GGGV1244 Learners Strategies' task.
Factors affecting SLA/L
There are many factors that can affect a learner's success in acquiring a second language. These include individual differences like intelligence, aptitude, age, and attitude. Affective factors such as anxiety, personality traits, motivation, and learner preferences also influence language learning. Motivation can be intrinsic or extrinsic, and integrative or instrumental. Learner preferences include learning styles which may be visual, auditory, tactile, kinesthetic, or haptic. Previous beliefs and strategies from prior learning experiences also impact second language acquisition.
Ls & cs
The document discusses learning styles and cognitive styles. It defines learning styles as an individual's natural and preferred way of absorbing and processing new information. The three main learning styles are visual, auditory, and kinesthetic/tactile. Cognitive styles refer to an individual's preferred way of perceiving, organizing, and representing information. Several models of cognitive and learning styles are examined, including Riding's cognitive styles analysis, Kolb's learning style inventory, and the Ehrman and Leaver construct. Assessing styles typically involves self-report questionnaires or performance-based tasks. The implications of understanding different styles for teaching and learning are also discussed.
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
second language learning and language teaching (vivian cook) Ch 8
brief presentation about motivation and attitude and their role in second language learning
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
Factors affecting second language learning
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
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Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Five factors affecting learning language strategies
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
Factors affecting usage of language learning strategies
This is a slidehare I prepared on Factors affecting usage of LLS to complete GGGV1244 Learners Strategies' task.
Factors affecting SLA/L
There are many factors that can affect a learner's success in acquiring a second language. These include individual differences like intelligence, aptitude, age, and attitude. Affective factors such as anxiety, personality traits, motivation, and learner preferences also influence language learning. Motivation can be intrinsic or extrinsic, and integrative or instrumental. Learner preferences include learning styles which may be visual, auditory, tactile, kinesthetic, or haptic. Previous beliefs and strategies from prior learning experiences also impact second language acquisition.
Ls & cs
The document discusses learning styles and cognitive styles. It defines learning styles as an individual's natural and preferred way of absorbing and processing new information. The three main learning styles are visual, auditory, and kinesthetic/tactile. Cognitive styles refer to an individual's preferred way of perceiving, organizing, and representing information. Several models of cognitive and learning styles are examined, including Riding's cognitive styles analysis, Kolb's learning style inventory, and the Ehrman and Leaver construct. Assessing styles typically involves self-report questionnaires or performance-based tasks. The implications of understanding different styles for teaching and learning are also discussed.
A lecture about Individual Differences in SLA & SLL (Motivation & Attitude) B...
second language learning and language teaching (vivian cook) Ch 8
brief presentation about motivation and attitude and their role in second language learning
Individual learner differences and l2 acquisition
1. Individual differences like age, intelligence, aptitude, motivation, and learning strategies affect how successful learners are in acquiring a second language even if they experience the same instruction.
2. Key factors that influence success include language aptitude (e.g. phonemic coding ability, inductive language learning ability), motivation types (integrative, instrumental, intrinsic), and cognitive learning strategies used.
3. Aptitude and motivation positively correlate with second language acquisition performance, while different learning strategies may suit different instructional methods.
Factors affecting second language learning
The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
Personalvariation1
Individual Differences in Second Language Learning discusses various personality traits that may affect second language acquisition, including empathy, extroversion, self-esteem, inhibition, risk-taking, anxiety, attitudes, and egocentricity. While some studies found traits like extroversion and self-esteem are positively associated with L2 success, research results are mixed and relationships between traits and learning outcomes are complex. The document also covers motivation types, the role of identity and ethnicity in L2 learning, and Schumann's acculturation model relating social and psychological factors to L2 development. Overall, it concludes that clearly defining traits and their measurement is difficult, and individual characteristics interact in complex ways making it hard to predict their influence on
Applied ling te53112 individual differences in sll
This document discusses research on individual differences in second language learning, noting that learners vary greatly in their success. It describes how this research has predominantly used quantitative methods like questionnaires and correlational analysis to study factors like abilities, propensities, beliefs and strategies. Issues are raised with solely relying on self-reported questionnaires and different studies using varying instruments to measure the same constructs.
Factors affecting second language learning strategies
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
5 Factors Affecting Language Learning Strategy (LLS)
Motivation, gender, culture background, attitude, beliefs, socioeconomic status, language skills, age, target language period, and purpose of learning all influence an individual's language learning strategies. Students who are highly motivated, come from a higher socioeconomic background, and are older tend to employ more language learning strategies than others. Factors such as culture, religion, ethnicity, parental education and family income can also impact what strategies a learner adopts. A student's strategies also vary depending on their gender, language skills, and purpose for studying the target language.
Individual learner differences
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
Focus on the language learner
This document discusses factors that influence success in learning a second language, including age, gender, motivation, and learning styles. Younger learners may have an advantage due to brain plasticity, and research shows girls often outperform boys in language learning. Motivation is also crucial and can fluctuate over time, requiring teachers to generate initial motivation, maintain it, and encourage positive reflection. Finally, the document outlines different learning styles such as visual/auditory preferences and levels of extroversion/introversion.
Internal and External factors affecting the Language learning
Internal and external factors influence how quickly and easily someone learns a new language. Internal factors include cognitive ability, personality, age, motivation, and experience. External factors are outside the learner's control and include aspects of instruction, curriculum, culture and status, access to native speakers, and motivation from teachers/parents. Both internal and external factors interact complexly to determine the speed of new language acquisition for each learner.
Individual differences in L2 users and L2 learners
This document discusses motivation and attitudes towards second language learning. It first outlines key topics like motivation for L2 learning, motivation and teaching, and attitudes. It then defines integrative and instrumental motivation for learning a second language. Next, it examines attitudes towards multilingualism and how attitudes can impact the L2 learning process. The document also explores individual differences that may influence how well someone learns a second language, such as age, cognitive style, intelligence, sex, and first language proficiency.
learner variables in language learning
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
Sla concepts
This document discusses concepts related to second language acquisition. It defines second language acquisition as how people learn a language other than their mother tongue, both inside and outside the classroom. It outlines Krashen's theory of acquisition/learning and explains key concepts like the input hypothesis, monitor hypothesis, affective filter, and comprehensible output. Examples of classroom activities that apply this theory are also mentioned.
Internal processing
The document discusses how learners acquire a new language. It mentions that a learner's motives, needs, attitudes, and emotional states filter what they hear from the language, affecting the quality of their acquisition. This filtering determines what language models and parts of the language the learner focuses on first, as well as how quickly and for how long they acquire the language. The filtering also guides the overall acquisition process by limiting what can be learned and rejecting material that does not fit the learner's emerging language system.
Learner Attitudes
This document provides an overview of research on learner attitudes, perceptions, and beliefs in language learning. It begins by defining key concepts like attitudes, perceptions, beliefs, motivation, and anxiety. It then discusses how research in this area has evolved over time, from initial efforts to develop measurement instruments in the 1970s-1980s to more recent qualitative and survey-based research. It also examines how learner attributes may differ based on individual characteristics, learning contexts, programs of study, and environments. Throughout, the document emphasizes the complex and dynamic nature of exploring these internal factors, how they interconnect and relate to learning outcomes.
Wk11 7805
1. Many individual difference factors can influence second language acquisition, including motivation, personality, beliefs, age, aptitude, and learner strategies.
2. Age makes a difference in SLA, with younger learners generally acquiring a second language faster and to a higher level of proficiency, especially in terms of phonology. Children are also able to achieve native-like fluency while adults are more likely to retain an accent.
3. Motivation also plays an important role, with integrative motivation that involves identifying with the target language culture linked to more successful SLA outcomes than instrumental motivation focused on practical benefits alone.
Affective factors in SLA
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
The language-learner
This document summarizes key points from a language learning module taught by Dr. Elaine Horwitz. It discusses defining successful language learners, the disconnect between teachers' and learners' perspectives, and important learner characteristics like motivation, anxiety, and beliefs. Groups interviewed students about their language learning experiences. Learner motivation, anxiety, and beliefs influence strategies, performance, and self-concept. Teachers should address common myths and help students develop realistic goals. Homework includes a portfolio, module, reflection, and observation.
Differences in learners
This document discusses several factors that can influence second language acquisition, including age, sex, aptitude, motivation, cognitive style, personality, and learning strategies. It provides details on the advantages and disadvantages of different ages and sexes when it comes to language learning. Various aptitudes like phonemic coding ability and inductive language learning ability are also examined. The document explores the roles of motivation, cognitive style, personality traits, anxiety, and learning strategies on second language achievement and how these factors can differ depending on one's age, sex, or other attributes.
Principles of language learning and teaching
The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
Lecture 6 Focus on Learning and the Language learner.pptx
This document discusses factors that affect second language acquisition, including affective variables like motivation and attitudes, personality variables like introversion/extroversion and tolerance of ambiguity, and cognitive variables like learning styles and intelligence.
It describes different types of motivation, such as intrinsic vs extrinsic and integrative vs instrumental, and how motivation strongly influences long-term language retention. It also discusses how attitudes towards the target language culture and one's own culture can impact language learning.
Personality traits such as introversion/extroversion, tolerance of ambiguity, and willingness to take risks are also examined. Additionally, the document outlines various cognitive factors including learning styles, multiple intelligences, and learning strategies that students can use to enhance
Factors affecting lls usage
Several studies have found that females report using language learning strategies more frequently than males. Specifically, females have been found to use memory, metacognitive, social, and self-management strategies more than males. Higher motivation and language proficiency have also been linked to increased strategy use. Personality traits like extroversion and self-esteem may also impact second language acquisition, particularly for literacy skills.
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Personalvariation1
Individual Differences in Second Language Learning discusses various personality traits that may affect second language acquisition, including empathy, extroversion, self-esteem, inhibition, risk-taking, anxiety, attitudes, and egocentricity. While some studies found traits like extroversion and self-esteem are positively associated with L2 success, research results are mixed and relationships between traits and learning outcomes are complex. The document also covers motivation types, the role of identity and ethnicity in L2 learning, and Schumann's acculturation model relating social and psychological factors to L2 development. Overall, it concludes that clearly defining traits and their measurement is difficult, and individual characteristics interact in complex ways making it hard to predict their influence on
Applied ling te53112 individual differences in sll
This document discusses research on individual differences in second language learning, noting that learners vary greatly in their success. It describes how this research has predominantly used quantitative methods like questionnaires and correlational analysis to study factors like abilities, propensities, beliefs and strategies. Issues are raised with solely relying on self-reported questionnaires and different studies using varying instruments to measure the same constructs.
Factors affecting second language learning strategies
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
Factors that influence second language acquisition and learning
This document discusses several key factors that influence second language acquisition, including motivation, attitude, age, intelligence, aptitude, learning styles, and personality. Motivation is one of the most important factors, and can be either integrative, relating to interest in the language and its culture, or instrumental, relating to practical uses of the language. Other important influences include a learner's attitude towards the language and its community, their age and any critical periods for language learning, general and multiple types of intelligence, as well as their language learning aptitude, style, personality traits like inhibition, anxiety and empathy.
Individual differences in l2 acquisition
This document summarizes several factors that influence individual differences in second language acquisition: language aptitude, motivation, and learning strategies. It describes John Carroll's theory of language aptitude consisting of phonemic coding ability, grammatical sensitivity, inductive language learning ability, and rote learning ability. It defines instrumental, integrative, resultative, and intrinsic motivation. It categorizes learning strategies as cognitive, metacognitive, or social/affective and notes that good language learners are very active, aware of their learning process and style, and flexible in using appropriate strategies.
5 Factors Affecting Language Learning Strategy (LLS)
Motivation, gender, culture background, attitude, beliefs, socioeconomic status, language skills, age, target language period, and purpose of learning all influence an individual's language learning strategies. Students who are highly motivated, come from a higher socioeconomic background, and are older tend to employ more language learning strategies than others. Factors such as culture, religion, ethnicity, parental education and family income can also impact what strategies a learner adopts. A student's strategies also vary depending on their gender, language skills, and purpose for studying the target language.
Individual learner differences
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
Focus on the language learner
This document discusses factors that influence success in learning a second language, including age, gender, motivation, and learning styles. Younger learners may have an advantage due to brain plasticity, and research shows girls often outperform boys in language learning. Motivation is also crucial and can fluctuate over time, requiring teachers to generate initial motivation, maintain it, and encourage positive reflection. Finally, the document outlines different learning styles such as visual/auditory preferences and levels of extroversion/introversion.
Internal and External factors affecting the Language learning
Internal and external factors influence how quickly and easily someone learns a new language. Internal factors include cognitive ability, personality, age, motivation, and experience. External factors are outside the learner's control and include aspects of instruction, curriculum, culture and status, access to native speakers, and motivation from teachers/parents. Both internal and external factors interact complexly to determine the speed of new language acquisition for each learner.
Individual differences in L2 users and L2 learners
This document discusses motivation and attitudes towards second language learning. It first outlines key topics like motivation for L2 learning, motivation and teaching, and attitudes. It then defines integrative and instrumental motivation for learning a second language. Next, it examines attitudes towards multilingualism and how attitudes can impact the L2 learning process. The document also explores individual differences that may influence how well someone learns a second language, such as age, cognitive style, intelligence, sex, and first language proficiency.
learner variables in language learning
There are several learner variables that can influence success in second language acquisition according to research:
1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
2. Aptitude - Aptitude, including abilities in sound discrimination, rule inference, and memory, predicts success with grammar-focused instruction but may be less important for communicative language teaching.
3. Personality - Some studies link traits like extroversion to success, but relationships are unclear. Personality may only affect oral skills, not literacy.
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
The document discusses first and second language acquisition. It defines first language acquisition as the process of learning one's native language from birth. Key stages include cooing, babbling, one-word, two-word, and telegraphic speech. Caregiver speech assists infants through techniques like exaggerated intonation. Second language acquisition refers to learning additional languages and can be more difficult for adults due to critical period effects. Motivation, input/output, and teaching methods like task-based learning impact the process.
Sla concepts
This document discusses concepts related to second language acquisition. It defines second language acquisition as how people learn a language other than their mother tongue, both inside and outside the classroom. It outlines Krashen's theory of acquisition/learning and explains key concepts like the input hypothesis, monitor hypothesis, affective filter, and comprehensible output. Examples of classroom activities that apply this theory are also mentioned.
Internal processing
The document discusses how learners acquire a new language. It mentions that a learner's motives, needs, attitudes, and emotional states filter what they hear from the language, affecting the quality of their acquisition. This filtering determines what language models and parts of the language the learner focuses on first, as well as how quickly and for how long they acquire the language. The filtering also guides the overall acquisition process by limiting what can be learned and rejecting material that does not fit the learner's emerging language system.
Learner Attitudes
This document provides an overview of research on learner attitudes, perceptions, and beliefs in language learning. It begins by defining key concepts like attitudes, perceptions, beliefs, motivation, and anxiety. It then discusses how research in this area has evolved over time, from initial efforts to develop measurement instruments in the 1970s-1980s to more recent qualitative and survey-based research. It also examines how learner attributes may differ based on individual characteristics, learning contexts, programs of study, and environments. Throughout, the document emphasizes the complex and dynamic nature of exploring these internal factors, how they interconnect and relate to learning outcomes.
Wk11 7805
1. Many individual difference factors can influence second language acquisition, including motivation, personality, beliefs, age, aptitude, and learner strategies.
2. Age makes a difference in SLA, with younger learners generally acquiring a second language faster and to a higher level of proficiency, especially in terms of phonology. Children are also able to achieve native-like fluency while adults are more likely to retain an accent.
3. Motivation also plays an important role, with integrative motivation that involves identifying with the target language culture linked to more successful SLA outcomes than instrumental motivation focused on practical benefits alone.
Affective factors in SLA
1) Several factors affect second language acquisition including internal factors like age and external factors like social context.
2) Age is an important factor as younger learners may acquire language more easily due to a critical period of language development ending at puberty. However, older learners have cognitive advantages that can also help acquisition.
3) Affective factors like anxiety, self-esteem, inhibition, and willingness to communicate also influence second language acquisition by impacting learners' emotional states and willingness to take risks when using the new language.
The language-learner
This document summarizes key points from a language learning module taught by Dr. Elaine Horwitz. It discusses defining successful language learners, the disconnect between teachers' and learners' perspectives, and important learner characteristics like motivation, anxiety, and beliefs. Groups interviewed students about their language learning experiences. Learner motivation, anxiety, and beliefs influence strategies, performance, and self-concept. Teachers should address common myths and help students develop realistic goals. Homework includes a portfolio, module, reflection, and observation.
Differences in learners
This document discusses several factors that can influence second language acquisition, including age, sex, aptitude, motivation, cognitive style, personality, and learning strategies. It provides details on the advantages and disadvantages of different ages and sexes when it comes to language learning. Various aptitudes like phonemic coding ability and inductive language learning ability are also examined. The document explores the roles of motivation, cognitive style, personality traits, anxiety, and learning strategies on second language achievement and how these factors can differ depending on one's age, sex, or other attributes.
Principles of language learning and teaching
The document discusses several theories of language acquisition and second language learning. It addresses the behaviorist view that language is acquired through conditioning as well as the nativist view that humans are born with an innate language acquisition device. It also discusses factors that affect second language acquisition like age, motivation, and quality of instruction. Finally, it mentions different components of communicative competence involved in language learning like grammatical, discourse, and sociolinguistic competence.
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Applied ling te53112 individual differences in sll
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Factors affecting second language learning strategies
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Factors that influence second language acquisition and learning
5 Factors Affecting Language Learning Strategy (LLS)
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Internal and External factors affecting the Language learning
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Individual differences in L2 users and L2 learners
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
FIRST LANGUAGE ACQUISITION AND SECOND LANGUAGE ACQUISITION
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Lecture 6 Focus on Learning and the Language learner.pptx
This document discusses factors that affect second language acquisition, including affective variables like motivation and attitudes, personality variables like introversion/extroversion and tolerance of ambiguity, and cognitive variables like learning styles and intelligence.
It describes different types of motivation, such as intrinsic vs extrinsic and integrative vs instrumental, and how motivation strongly influences long-term language retention. It also discusses how attitudes towards the target language culture and one's own culture can impact language learning.
Personality traits such as introversion/extroversion, tolerance of ambiguity, and willingness to take risks are also examined. Additionally, the document outlines various cognitive factors including learning styles, multiple intelligences, and learning strategies that students can use to enhance
Factors affecting lls usage
Several studies have found that females report using language learning strategies more frequently than males. Specifically, females have been found to use memory, metacognitive, social, and self-management strategies more than males. Higher motivation and language proficiency have also been linked to increased strategy use. Personality traits like extroversion and self-esteem may also impact second language acquisition, particularly for literacy skills.
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
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This document discusses various factors that affect individual differences in second language learning, including intelligence, aptitude, learning styles, personality, motivation, identity, learner beliefs, age of acquisition, and the critical period hypothesis. It describes research on how each of these factors influences second language acquisition and notes there is no single determining factor but rather an interaction of various abilities and circumstances.
Language adquisition 11
Younger learners tend to achieve ultimately higher levels of proficiency in a second language compared to adults. However, adults have advantages in formal learning environments due to greater learning capacity and memory. When it comes to sex differences, some research indicates that females may have less asymmetrical brain organization which allows for better memorization of complex forms, while males appear better at computing rules. Learning aptitude, which includes phonemic coding ability, inductive language learning ability, grammatical sensitivity, and associative memory capacity, is an important predictor of success in both naturalistic and formal second language acquisition. Personality factors and cognitive style, like being field dependent or independent, also influence an individual's learning strategies and success in acquiring a
3 factors-affecting-l2-learning-1225479052924337-9
This document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences, beliefs, and age of acquisition. It summarizes research on how each of these factors may influence language learning success. While some factors like intelligence and aptitude were previously thought to strongly predict success, more recent research suggests that motivation, personality, and teaching approaches tailored to learners' preferences and strengths may be more important influences. No single factor determines success, and learners can demonstrate strengths in different areas.
Differences in learners
There are several psychological factors that influence how successful second language learners are, including age, sex, motivation, cognitive style, personality, and learning strategies. Younger learners have advantages like brain plasticity and fewer inhibitions, while older learners' advantages include greater learning capacity and real-world knowledge. Females generally outperform males on verbal fluency tests, while males are better at computing rules. Motivation depends on goals, the desire to achieve goals, relevance of language learning, and beliefs about success or failure. Cognitive style and personality also impact learning strategies selected and language learning success.
Individual factors students´presentation
This document discusses individual factors that influence the learning of a second language, including cognitive style and language learning strategies. It first examines cognitive style, noting that it refers to how learners perceive, monitor, conceptualize, and recall linguistic information. Witkin's theory of field dependence/independence is explained, along with characteristics of field dependent and field independent learners. The document then discusses language learning strategies and provides a typology that includes cognitive, memory, compensation, metacognitive, social, affective, and communication strategies. Finally, it is noted that learning strategies can contribute to communicative competence and learner autonomy if developed through adequate instruction and consideration of learner characteristics.
difference b/w test, assessment, evaluation
This document discusses various methods for teaching foreign languages, including grammar translation, audiolingualism, and communicative language teaching. It provides background on each method, including key principles and approaches. For grammar translation, it describes how it focuses on learning grammar rules and translating sentences, with an emphasis on accuracy. For audiolingualism, it explains how it is based on behaviorism and emphasizes oral drills, repetition, and pattern practice. It also outlines different learning activities used in this method.
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5 factors affecting LLS
- 1. 5 factors Affecting Language Learning Strategies
- 2. GENDER
- 3. • Gender refers to man and woman. • A number of studies reported significantly more use of learning strategies than their male counterparts. These studies postulated that female students used Compensation and Affective strategies more frequently than male ones. • The students preferred to use Metacognitive strategies, whereas they depicted the least use of Affective and Memory strategies in overall strategy.
- 4. MOTIVATION AND ATTITUDES
- 5. • motivation and attitudes are the primary sources contributing to individual language learning. • the concept of motivation can be classified into two orientations of reasons: instrumental and integrative • occurs when students wish to truly become part of the culture of the language being learned.
- 7. • Learning style (general approach to language learning) often determined the choice of L2 learning strategies. • For example, analytic-style students preferred strategies such as contrastive analysis, rule- learning, and dissecting words and phrases, while global students used strategies to find meaning (guessing, scanning, predicting) and to converse without knowing all the words (paraphrasing, gesturing).
- 8. APTITUDE
- 9. • Aptitude refers to potential for achievement. An aptitude test is designed to make a prediction about an individual’s future achievements. • Aptitude for language learning is usually composed of four different types of abilities: 1)The ability to identify and memorize new sounds 2)The ability to understand the function of particular words in sentences 3)The ability to figure out grammatical rules from language samples 4)The ability to memorize new words
- 10. PERSONALITY
- 11. • There are a number of personality characteristics that are likely to affect L2 learning, such as – Extroversion vs. introversion – Inhibition vs. risk-taking – Self-esteem (self-confidence) – Anxiety – Empathy
- 12. • Some studies have found that learners’ success in language learning is associated with extroversion such as assertiveness and adventurousness, while others have found that many successful language learners do not get high scores on measures of extroversion. • Personality may be a major factor only in the acquisition of conversational skills (examples: oral communicative ability), not in the acquisition of literacy skills (examples: reading and writing skills).