This document discusses various cognitive factors that influence second language acquisition. It introduces intelligence/multiple intelligences, language aptitude, and language learning strategies as the main cognitive factors. For intelligence, it describes linguistic intelligence and Howard Gardner's theory of multiple intelligences. For language aptitude, it explains John Carroll's definition and the Modern Language Aptitude Test (MLAT). Finally, it discusses language learning strategies like clarification, guessing, and monitoring. The conclusion states that cognitive factors like intelligence, aptitude, and strategies are important determinants of language learning success.

2. GROUP MEMBERS :
SYEDA SHAHNOOR JAFARI#03
MISBAH ASHRAF#09
MEHWISH SHEHZADI#24
NOOR FATIMA DURANI#15
NIMRAAFZAL#13
INSTRUCTOR :
MS. NAINA RUBAB
INSTITUTE OF SOUTHERN PUNJAB

3. Cognitive factors

4. KEY POINTS
• Introduction to language learning / factors/individual differences
1. Affective factors
2. Cognitive factors
• Cognitive factors
1. Intelligence/multiple intelligence /intelligence scale
2. Language aptitude /MLAT
3. Language learning strategies
4. Learning styles
• Conclusion

5. INDIVIDUAL DIFFERENCES
• Individual differences are the more-or-less enduring psychological
characteristics that distinguish one person from another and thus help to
define each person's individuality. Among the most important kinds of
individual differences are intelligence, personality traits, and values

6. WHAT IS LANGUAGE LEARNING?
• Language acquisition is the process by which humans acquire the
capacity to perceive and comprehend language, as well as to produce
and use words and sentences to communicate
• Five rules of language learning

7. LANGUAGE LEARNING FACTORS
• Motivation, attitude, age, intelligence, aptitude, cognitive style, and
personality are considered as factors that greatly influence someone
in the process of his or her second language acquisition
• Gardner and Macintyre (1992 , 1883) divided these internal factors into 2
groups :
1. Affective factors
2. Cognitive factors

8. •AFFECTIVE FACTORS
Affective factors particularly include language attitude , motivation ,language
anxiety , and willingness to communicate
• What is cognition ?
• Cognition comes from a Latin word “Cognito” which means “to think”
• Cognition means almost all the mental processes
• It includes:
“Attention , noticing , problem solving , memorizing , facial recognition ,
perception reasoning , decision making , and many other mental processes”
• COGNITIVE FACTORS

9. • The learner has a lot of information in his brain , as if it were the hard disk of
our computer. There are some mental factors or characteristics of an
individual that make him more successful than other these three characteristic
seems more effective and important in success of learning second language
• These factors are :
1. Intelligence
2. Language Aptitude
3. Language Learning Strategies
Cognitive factors refer to characteristics of the person that affect performance
and learning. These factors serve to modulate performance such that it may
improve or decline. These factors involve cognitive functions like attention,
memory, and reasoning (Daniil & Reid, 2006)

10. INTELLIGENCE
• Linguistic Intelligence is a part of Howard Gardner's multiple intelligence
theory that deals with individuals' ability to understand both spoken and
written language, as well as their ability to speak and write themselves. In a
practical sense, linguistic intelligence is the extent to which an individual can
use language, both written and verbal, to achieve goals

11. MULTIPLE INTELLIGENCE THEORY
• The theory of multiple intelligences differentiates human
intelligence into specific 'modalities', rather than seeing intelligence as
dominated by a single general ability. Howard Gardner proposed this
model in his 1983 book Frames of Mind: The Theory of Multiple
Intelligences

12. TYPES OF MULTIPLE INTELLIGENCE
• In 1983 an American developmental psychologist Howard Gardener described 9 types of
intelligence:
• Naturalist (nature smart)
• Musical (sound smart)
• Logical-mathematical (number/reasoning smart)
• Existential (life smart)
• Interpersonal (people smart)
• Bodily-kinesthetic (body smart)
• Linguistic (word smart)
• Intra-personal (self smart)
• Spatial (picture smart)

14. INTELLIGENCE QUOTIENT(IQ)
• An intelligence quotient (IQ) is a total score derived from a set of standardized
tests designed to assess human intelligence.[1] The abbreviation "IQ" was coined by
the psychologist William Stern for the German term Intelligence quotient, his term for a
scoring method for intelligence tests at University of Breslau he advocated in a 1912
book
• Intelligence in the normal range is a polygenic trait, meaning that it is influenced by
more than one gene, specifically over 500 genes. Twin studies of adult individuals have
found a heritability of IQ between 57% and 73% with the most recent studies showing
heritability for IQ as high as 80% and 86%.

17. Language Aptitude (DR. JOHN B. CARROLL 1981)
• Language learning aptitude refers to the "prediction of how well,
relative to other individuals, an individual can learn a foreign language
in a given amount of time and under given conditions". As with many
measures of aptitude, language learning aptitude is thought to be
relatively stable once a person matures

18. FOUR TYPE OF ACTIVITIES
• The ability to identify and memorize new sounds
• The ability to understand function of particular words in sentences
• The ability to figure out grammatical rules from language samples
• The ability to memorize new words

19. MLAT(MODERN LANGUAGE APTITUDE
TEST)
• The Modern Language Aptitude Test (MLAT) was designed to predict a student's
likelihood of success and ease in learning a foreign language. It is published by the Language
Learning and Testing Foundation.
• The Modern Language Aptitude Test was developed to measure foreign language learning
aptitude. Language learning aptitude does not refer to whether an individual can or cannot
learn a foreign language (it is assumed that virtually everyone can learn a foreign language
given adequate opportunity). According to John Carroll and Stanley Sapon, the authors of the
MLAT, language learning aptitude refers to the "prediction of how well, relative to other
individuals, an individual can learn a foreign language in a given amount of time and under
given conditions". The MLAT has primarily been used for adults in government language
programs and missionaries, but it is also appropriate for students in grades 9 to 12 as well as
college/university students so it is also used by private schools and school and clinical
psychologists.

20. Language Learning Strategies
• Language learning strategies is a term referring to the processes and actions that are
consciously deployed by language learners to help them to learn or use a language
more effectively
• Rubin identified 6 main cognitive learning strategies contributing directly to
language learning:
• Clarification / Verification.
• Guessing / Inductive Inferencing.
• Deductive Reasoning.
• Practice.
• Memorization.
• Monitoring.

22. LEARNING STYLES
• Technically, an individual's learning style refers to the preferential way in
which the student absorbs, processes, comprehends and retains information.
Individual learning styles depend on cognitive, emotional and environmental
factors, as well as one's prior experience
• David Kolb published his learning styles model in 1984 from which
he developed his learning style inventory.

24. CONCLUSION
Individual differences in intelligence, language aptitude and
strategies and style have been found to be more important
determining factors in both rate of learning and eventual success in
learning

26. • https://en.wikipedia.org/wiki/Linguistic_intelligence
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j0l7.7482j1j8&sourceid=chrome&ie=UTF-8
• https://www.slideshare.net/322011/cosnitive-
factors-of-second-language-learning
• https://blog.adioma.com/9-types-of-
intelligence-infographic/#intra-personal
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itude&oq=Language+Aptitude&aqs=chrome.0.0l8
.4784j0j8&sourceid=chrome&ie=UTF-8
• https://www.google.com/search?q=learning+styl
es+definition&source=lmns&bih=657&biw=1366
&hl=en&ved=2ahUKEwiO-
fTNjeDnAhWE0uAKHUzLD2kQ_AUoAHoECAEQAA
• https://www.google.com/search?q=iq&oq=iq&aq
s=chrome.0.69i59l3j0l5.839j0j8&sourceid=chrom
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