E10 02 second languaje acquisition cap2
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This document discusses individual learner differences and how they influence second language acquisition. It covers factors like age, intelligence, aptitude, cognitive style, attitudes, motivation and personality. Some key points made are: 1. Starting age affects the rate of learning and levels of accuracy achieved, particularly in pronunciation, but does not affect the route of SLA. 2. Aptitude refers to specific qualities needed for SLA, while intelligence is a more general factor. 3. Integrative and instrumental motivations influence SLA differently. 4. Good language learners can respond to group dynamics, seek out practice opportunities, and use study techniques to supplement direct contact with speakers.
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Individual Differences
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
Differences of learners in second language acquisition
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Individual differences 2
This document discusses individual differences that may affect second language acquisition (SLA) across four categories: cognitive, affective, physiological, and social. It explores specific factors within each category, such as intelligence and language aptitude (cognitive), personality traits like extroversion and anxiety (affective), biological attributes like age and gender (physiological), and social influences including cultural identity and socialization processes. Several research studies are cited examining how these differences impact SLA.
Factors affecting language
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
Learner differences affective factors
This document discusses learner differences that can affect second language acquisition. It identifies several affective factors, including motivation, anxiety, attitudes, intelligence/aptitude, and personality factors. Motivation is considered the most important affective factor influencing how quickly and successfully a learner acquires a new language. The number and type of opportunities to use the language are also important, with more interactive opportunities generally leading to better learning outcomes.
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.
Personality Factors In Second Language Acquisition
The document discusses factors related to second language acquisition such as self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, and extroversion. It notes that self-esteem and self-efficacy are important considerations in how students approach language learning. Anxiety can have a negative effect on the language learning process while motivation, intergroup climate and self-confidence may help increase students' willingness to communicate. Risk-taking and empathy are also discussed as important skills that can be encouraged to help students in second language acquisition.
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.
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Individual Differences
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
Differences of learners in second language acquisition
There are several factors that contribute to differences in how quickly or successfully individuals acquire a second language:
Age - Younger learners have advantages like brain plasticity and weaker identity, while older learners' advantages include learning capacity, analytic ability, and life experience.
Sex - Studies show females tend to acquire a second language faster due to greater motivation and sociability.
Aptitude - Includes abilities like phonemic coding, grammar sensitivity, inductive learning, and memory that determine an individual's language learning ability.
Motivation - Requires effort, desire, and positive attitudes towards integrating with the target culture or gaining benefits from the second language.
Cognitive styles and learning strategies - How individuals prefer
Individual differences 2
This document discusses individual differences that may affect second language acquisition (SLA) across four categories: cognitive, affective, physiological, and social. It explores specific factors within each category, such as intelligence and language aptitude (cognitive), personality traits like extroversion and anxiety (affective), biological attributes like age and gender (physiological), and social influences including cultural identity and socialization processes. Several research studies are cited examining how these differences impact SLA.
Factors affecting language
This document discusses several factors that affect language learning strategies: motivation, gender, age, personality, and level of proficiency. Motivation has been shown to account for differences in second language success. Males and females tend to use different types of learning strategies, as do primary, secondary, and advanced learners. Personality traits like introversion and extraversion also impact language learning. Higher proficiency learners employ a greater variety of learning strategies than beginners.
Learner differences affective factors
This document discusses learner differences that can affect second language acquisition. It identifies several affective factors, including motivation, anxiety, attitudes, intelligence/aptitude, and personality factors. Motivation is considered the most important affective factor influencing how quickly and successfully a learner acquires a new language. The number and type of opportunities to use the language are also important, with more interactive opportunities generally leading to better learning outcomes.
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.
Personality Factors In Second Language Acquisition
The document discusses factors related to second language acquisition such as self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, and extroversion. It notes that self-esteem and self-efficacy are important considerations in how students approach language learning. Anxiety can have a negative effect on the language learning process while motivation, intergroup climate and self-confidence may help increase students' willingness to communicate. Risk-taking and empathy are also discussed as important skills that can be encouraged to help students in second language acquisition.
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.
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
Individual differences in second language learning
The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
Personality and language learning
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
Individual differences
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.
4 external factors of SLA
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
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 affecting second language acquisition
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
Individual differences
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
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.
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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.
Individual differences
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
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.
Motivation By Rod Ellis
There are two main theoretical approaches to studying motivation in second language acquisition - the social psychological approach and the cognitive approach. The social psychological approach examines integrative motivation and instrumental motivation, and was pioneered by Robert Gardner through numerous empirical studies. It uses self-report questionnaire data correlated with language test performance. The cognitive approach examines intrinsic and extrinsic motivation and has studied Chinese students in the UK who were mainly extrinsically motivated to improve their careers. Both approaches aim to understand how individual differences in motivation influence outcomes in language learning.
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.
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.
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.
EDUC 550 Cognitive Factors in SLA
This document discusses cognitive factors that influence second language learning. It identifies two main categories of internal factors - affective factors like motivation, anxiety, and attitudes; and cognitive factors like intelligence, language aptitude, and learning strategies. Language aptitude includes abilities like identifying sounds, understanding grammar, and memorizing words. Successful language learners employ a variety of learning strategies and teachers can help learners develop strategies that fit their strengths. Individual differences in these factors contribute to differences in how quickly or successfully students learn a new language.
Personality Factors In Sla
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
COGNITIVE FACTORS OF SECOND LANGUAGE LEARNING
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
individualdifferences-130909072839-.pdf
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 debates around some of the theories. The document also discusses implications for second language instruction.
Learner and teacher full
This document describes key principles for effective teaching and learning. It discusses that the role of teachers is to facilitate learning rather than focus on teaching. Teachers should involve students in the learning process and get them actively participating. The document also covers characteristics of good learners, such as being willing to make mistakes and constantly looking for patterns in the language. It emphasizes that learning should be both useful and enjoyable for students.
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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
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The document discusses individual differences that can impact second language learning, including intelligence, aptitude, and learning styles. It describes research showing intelligence is related to certain language skills but not oral abilities. Aptitude tests measure the ability to learn sounds, grammar, and vocabulary. Learning styles, like field independence/dependence and Kolb's styles, influence how learners prefer to intake information. Educators hope understanding these differences can help all learners succeed.
Personality and language learning
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
Individual differences
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.
4 external factors of SLA
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
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 affecting second language acquisition
This document discusses factors that affect second language acquisition. It examines both individual factors like age, personality, motivation, experiences, and cognition, as well as affective factors including self-esteem, inhibition, risk-taking, anxiety, and empathy. For individual factors, it suggests that younger learners generally acquire a second language more efficiently, while motivated older learners can also be successful. Outgoing learners with more life experiences tend to progress faster than introverted learners or those without experiences. Higher motivation and cognitive ability also contribute to stronger second language acquisition. Regarding affective factors, low self-esteem, inhibition to take risks, and anxiety can negatively impact learning, while empathy and a willingness to take chances
Individual differences
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
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.
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.
Individual differences
This document discusses several models of second language acquisition and individual difference factors that influence language learning. It summarizes several key models including Krashen's Monitor Model, Brown and Fraser's framework, Gardner's educational model, Skehan's model of language learning influences, and Spolsky's model of second language learning. The document also discusses how individual difference factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interactions with native speakers, and language used in the community can impact language learning outcomes, though notes there are often interactions between these different factors.
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.
Motivation By Rod Ellis
There are two main theoretical approaches to studying motivation in second language acquisition - the social psychological approach and the cognitive approach. The social psychological approach examines integrative motivation and instrumental motivation, and was pioneered by Robert Gardner through numerous empirical studies. It uses self-report questionnaire data correlated with language test performance. The cognitive approach examines intrinsic and extrinsic motivation and has studied Chinese students in the UK who were mainly extrinsically motivated to improve their careers. Both approaches aim to understand how individual differences in motivation influence outcomes in language learning.
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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.
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.
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.
EDUC 550 Cognitive Factors in SLA
This document discusses cognitive factors that influence second language learning. It identifies two main categories of internal factors - affective factors like motivation, anxiety, and attitudes; and cognitive factors like intelligence, language aptitude, and learning strategies. Language aptitude includes abilities like identifying sounds, understanding grammar, and memorizing words. Successful language learners employ a variety of learning strategies and teachers can help learners develop strategies that fit their strengths. Individual differences in these factors contribute to differences in how quickly or successfully students learn a new language.
Personality Factors In Sla
The document summarizes research on personality factors that affect second language acquisition. It discusses theories of self-esteem, attribution, willingness to communicate, anxiety, empathy, extroversion, motivation, and intrinsic motivation in the classroom. Various studies show that affective factors like self-confidence, risk-taking, and facilitating anxiety can have positive effects on language learning, while factors like inhibition and debilitating anxiety may impede success. Teachers are encouraged to consider students' personalities, build self-efficacy, and use motivating techniques to promote language development.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
COGNITIVE FACTORS OF SECOND LANGUAGE LEARNING
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
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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 debates around some of the theories. The document also discusses implications for second language instruction.
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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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E10 02 second languaje acquisition cap1
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Factors affecting second language acquisition
This document summarizes several key factors that affect second language acquisition. It discusses individual factors like age, personality, motivation, experiences, cognition, and native language. External factors discussed include curriculum, instruction, culture and status, motivation, and access to native speakers. Affective factors that can influence language learning are self-esteem, inhibition, risk-taking, anxiety, and empathy. Younger children tend to acquire a second language more easily than older learners due to biological factors, but older children and adults learn more rapidly initially. Personality, motivation, experiences, and cognitive abilities also impact success in acquiring a new language.
Neil and Pete PPT for new staff Version 1.pptx
This document provides an overview of a professional development program for teachers on teaching English as a Second Language (ESL) students in mainstream classrooms. The program aims to help teachers develop practices that address ESL students' language needs, accommodate their cultural and linguistic diversity, and support them through collaborative teaching strategies. The overview outlines the content of Module 1, which examines who ESL students are, the factors that impact their success, and case studies to understand their backgrounds and experiences. Module 2 is also introduced, which focuses on theories of language learning and an instructional model to integrate language teaching across the curriculum.
Tema 1.1 Anglès
This document discusses relevant factors for teaching English as a foreign language to primary students, including learning styles, affective factors, multiple intelligences, and the role of the teacher. It addresses that students have different cognitive factors, affective traits, personalities, levels of motivation, anxiety and self-esteem that impact language learning. Teachers must understand these individual differences and create a safe environment to increase self-confidence and engagement while reducing anxiety. The document also explores Howard Gardner's theory of multiple intelligences and the traits of good language learners. Finally, it outlines the six main roles of the English teacher in a primary classroom.
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Hlal4 ch3 summary
Chapter 3 of How Languages Are Learned discusses individual differences that can impact second language acquisition. It explores factors like motivation, personality, learning styles, and age of exposure that may influence success. While younger learners often achieve higher proficiency, especially in naturalistic contexts, other individual traits are also important. The relationship between age and language learning is complex, depending on the learning environment and goals. No single characteristic determines outcomes - a variety of internal and external factors interact in the language acquisition process.
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Children are generally better than adults at acquiring a second language. Key factors that give children an advantage include having fewer demands on their attention, less complex language tasks, and being more open to new experiences. Adults face higher pressure and emotions that can activate their "affective filter". The social environment and level of meaningful practice also influence second language acquisition for both children and adults. Motivation, aptitude, personality, and learning strategies all impact success.
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E10 02 second languaje acquisition cap2
- 1. * Second Language Acquisition Prepared By: Edward Valcárcel Melgarejo Docente de Educación en Idiomas Universidad Nacional de San Agustín de Arequipa
- 2. * CHAPTER 2 INDIVIDUAL LEARNER DIFFERENCES AND SECOND LANGUAGE ACQUISITION OBJECTIVES 1. Demonstrate an understanding of the internal factors influencing the learning process. 2. Integrate knowledge of second language acquisition research and diverse cognitive style.
- 3. *THEMATIC NUCLEUS 1 INDIVIDUAL LEARNER DIFFERENCES AND SECOND LANGUAGE ACQUISITION
- 4. *Differences in age, learning style, aptitude, motivation and personality results in differences in the route along which learners pass in SLA. *These factors influence only the rate and ultimate success of SLA. *Aspects of SLA Influenced by Individual Learner Factors
- 5. *Personal Factors. *General Factors. *Identification and Classification of Learner Factors
- 6. *Group dynamics Where the comparison results in an unsuccessful self- image there may be debilitating or facilitating anxiety. In the case of the former , learners may reduce or abandon learning effort. In the case of the latter, learners increase their efforts in order to compare more favourably with other learners, and as result learning is enhaced. Where the comparison results in a successful self-image, the learners experiences positive rewards and thus continues to display effort, so learning is also enhaced. *Individual Learning Techniques *Personal Factors
- 7. *Attitudes to the teacher and Course materials Some learners want the teacher to act as informant, others praise teachers who are logical, clear and systematic. Learners need to feel sympathy for their teacher and also want him or her to be predictable. Learners also vary in their attitude to teaching materials. In general adult learners dislike having a coursebook imposed upon them in a rigid way. They prefer a variety of materials
- 8. 1.Age: *Starting age does not affect the route of SLA. *Starting age affects the rate of learning. *Starting age determines the levels of accuracy achieved, particularly in pronunciation. *General Factors
- 9. The Critical Period Hypothesis *There is a period when language acquisition takes place naturally and effortlessly. *During this period the brain retains plasticity, but with the onset of puberty this plasticity begins to disappear. *Explaining the Effects of Age
- 10. 2.Intelligence and Aptitude *Aptitude: specific cognitive qualities needed for SLA. *Intelligence: general factor that underlies our ability to master and use a whole range of academic skills.
- 11. 3. Cognitive Style 4. Attitudes and Motivation *Integrative motivation: identify with the culture of the L2 group. *Instrumental motivation: the learner’s goals for learning the L2 are functional. 5. Personality: extroversion and introversion
- 12. The good language learner will: *be able to respond to the group dynamics of the learning situation *seek out all opportunities to use the target language *make maximun use of the opportunities afforded to practise *CONCLUSION
- 13. *supplement the learning that derives from direct contact with speakers of the L2 with learning derived from the use of study techniques. *possess sufficient analytic skills to perceive , categorize and store the linguistic features of the L2, and also to monitor errors, *possess a strong reason for learning the L2 and also develop a strong task motivation. *be prepared to experiment by taking risks. *be capable of adapting to different learning conditions.