Factors affecting SLA/L
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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.
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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.
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.
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.
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.
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.
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.
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
Differences of learners in second language acquisition
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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
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- 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.
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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.
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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.
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.
Personalvariation1
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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
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1. Intelligence - While general intelligence helps with rule-based learning, other types of intelligence like musical and interpersonal intelligence may also support language learning.
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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.
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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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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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2. Motivation - Highly motivated learners use a variety of strategies and expend effort to achieve their language goals.
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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.
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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
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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.
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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.
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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.
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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.
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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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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 slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
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Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
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Major distinctions:
Difference between first and second language
Difference between acquisition and learning
Difference between explicit and implicit learning
Difference between second and foreign language
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The document discusses several factors that can affect second language learning, including intelligence, aptitude, personality, motivation, learner preferences/styles, and age of acquisition. Regarding intelligence, different types exist (e.g. linguistic, logical) and it may correlate more with rule-based learning than communicative skills. Aptitude predicts future achievement and includes abilities like sound identification and grammar rule inference. Personality's role is unclear but extroversion and risk-taking may help, while inhibition hinders pronunciation. Motivation can be intrinsic or extrinsic/instrumental, and identity/attitudes also influence learning. Learner styles include visual/auditory preferences and field independence/dependence in processing information.
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The document discusses several factors related to second language acquisition, including self-esteem, self-efficacy, willingness to communicate, motivation, anxiety, risk-taking, empathy, and extroversion. It suggests that these affective factors can influence students' emotions and performance in acquiring a second language. The document poses questions about how these factors contribute to language learning and what teachers can do to help increase students' confidence and participation.
Factors Affecting Language Learning Strategies
There are several key factors that affect language learning strategies:
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2. Motivation - Highly motivated learners use a variety of strategies and expend effort to achieve their language goals.
3. Proficiency level - Intermediate students tend to use more metacognitive strategies than beginners. Using appropriate strategies can improve proficiency in different skills.
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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.
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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
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- Individual differences exist in first language development, including disorders and delays. Bilingualism in early childhood is also common and beneficial. Research on first language acquisition informs our understanding of second language learning.
Personality factors in language learning
The document discusses several personality factors that can impact language learning, including the affective domain, self-esteem, risk-taking, anxiety, social skills, empathy, extroversion, and motivation. It describes five levels of affectivity and categorizes self-esteem into three levels. The relationship between self-esteem and language success is explored, as well as how personality traits like extroversion, introversion, sensing, intuition, thinking, feeling, judging, and perceiving impact learning. Finally, it outlines six needs for motivation and the differences between instrumental and integrative motivation.
Techniques and principles in language teaching
Techniques and principles in language teachingDr. AbdulRahman M. Gadah Al Madinah University, Educational Office of East Makkah
The document discusses two language teaching methods: the Grammar-Translation Method and the Direct Method. The Grammar-Translation Method focuses on reading and writing skills and uses translation between the native and target languages. In contrast, the Direct Method emphasizes speaking and avoids translation, using real-world objects and gestures to teach vocabulary and grammar inductively. It also views language as primarily spoken and aims for students to communicate in the target language.Extroversion Introversion
This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the research provides no clear support for these hypotheses. Better research designs are suggested to explore how personality interacts with learning under different instructional conditions.
Sociocultural Factors In Sla
A presentation on the concepts, theories and role of sociocultural factors in second language acquisition. Primary source is Chapter 7 of H. Douglas Brown, 2007.
Jeremy harmer-the-practice-of-english-language-teaching
The document discusses the history of chocolate, from its origins in Mesoamerica to its spread throughout Europe. Cacao beans were first used as currency and medicine by the Olmecs and Mayans before Spanish conquistadors brought chocolate to Europe in the 16th century. It then grew in popularity among the elite classes and was promoted as a health drink. Chocolate eventually became commercially produced and more widely consumed in the 18th century.
Cognitive influence-on-sla-
Cognition includes mental processes like thinking, attention, problem solving, and reasoning. There are three main theories about the relationship between cognition and language: cognitive determinism says cognition determines language development; linguistic determinism says language determines thought; and the independent theory says cognition and language develop separately. Schmidt attempted to explain cognitive processes in language learning. Factors like intelligence, language aptitude, and learning strategies influence second language acquisition, with intelligence and aptitude affecting how quickly a learner acquires a new language, and strategies impacting their motivation and approach.
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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
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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.
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The research on individual differences in second language learning is complex due to the lack of clear definitions and measurements of variables and the interaction of multiple characteristics. While some characteristics like intelligence and age of acquisition may influence language learning, it is difficult to predict how a particular individual will succeed due to variability. Teachers should consider learners' individual traits but also understand that success depends on many interrelated factors.
Differences in learners- ESPE- language acquisition
This document discusses several factors that influence differences in how individuals acquire a second language:
1. Age - Younger learners more easily acquire native-like grammar intuitions through informal learning, while older learners learn faster due to better memory and analytical abilities and are more successful in formal learning settings.
2. Sex - Women generally excel at verbal fluency, memorization, and interpretation, while men's brains are better organized for speech and they perform better with automatized and rule-based skills.
3. Aptitude - Language learning aptitude encompasses abilities like sound processing, pattern recognition, memory capacity, and rule application that contribute to an individual's talent for acquiring a new language.
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This document discusses differences in language acquisition between various groups of language learners. It compares young and older learners, male and female learners, and outlines several factors that influence language learning ability including aptitude, motivation, cognitive style, personality, and learning strategies. Specifically, it notes that young learners acquire language more easily due to brain plasticity, memory, and exposure to real-life situations, while older learners are more likely to retain an accent. It also suggests that males and females differ in their language learning strengths, such as boys learning better visually and girls performing better in grammar.
3_Factors_Affecting_L2_Learning.ppt
This document discusses several individual difference factors that can influence second language acquisition, including intelligence, aptitude, learning styles, personality, motivation, and age of acquisition. It notes that while some studies have found links between certain traits and language learning success, such as extroversion and risk-taking, research results are often mixed or inconclusive due to challenges in defining and measuring the variables. Overall, no single personality trait or learning style has been shown to definitively determine SLA outcomes. A variety of factors may impact different aspects of the language learning process.
Learning styles and strategies.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
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1. Younger learners generally acquire a second language syntax more easily than adults. However, many adults can still learn a second language grammar perfectly and speak it fluently.
2. Studies have found no significant differences between how quickly men and women learn a second language. However, women tend to have greater verbal fluidity while men are better at computing compositional rules.
3. Individual learner aptitude, which includes phonemic coding ability, inductive language learning ability, and associative memory capacity, influences how quickly one learns a second language.
5 factors affecting LLS
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
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.
Differences in learners
The document discusses several key differences between acquiring a first language and acquiring a second language:
1) First language acquisition is genetically triggered during a critical period of cognitive development, while second language learning is not triggered in the same way and does not occur during the same critical period.
2) First language syntax is acquired unconsciously through natural exposure and use, while second language syntax is not acquired in the same unconscious manner for most learners.
3) First language acquisition is an essential and biologically driven process, whereas second language learning is not essential in the same way and often faces resistance from learners.
Differences in learners
This document discusses several factors that can influence second language acquisition, including age, gender, aptitude, motivation, cognitive style, personality, and learning styles. It notes that while children were traditionally thought to be better language learners, adults actually have advantages like stronger pragmatic skills. Women tend to be better than men at pronunciation and memorization due to brain differences. Aptitude factors like phonemic coding ability and inductive language learning influence success. Motivation can be integrative, based on interest in the language culture, or instrumental, based on practical benefits. Cognitive style, like being auditory or visual, and personality, like anxiety levels, also impact learning. Different learning styles, such as metacognitive, cognitive, and
Theoriesof Firstand Second Language Session1slideshare
This document discusses theories of first and second language acquisition. It covers several topics, including introducing concepts, discussing how theories of second language acquisition fit into teacher education, and presenting different theories of first and second language acquisition. The document contains slides from a seminar on theories of first and second language acquisition, including discussions of various theories, issues in language learning research, and the relationship between theory and practice in language teaching.
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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
Describing learner.0k
The document describes different types of language learners based on age, aptitude, learning style, and motivation. It notes that young children learn indirectly through interaction, adolescents can lack motivation but seek identity, and adults have life experiences to draw from. Learner differences include aptitude, characteristics like tolerance for ambiguity, and learning styles. Children are unique learners that may excel in areas like music, athletics, or social skills. Language levels range from beginner to advanced, and motivation can come from goals, society, relationships, or curiosity.
Differences in learning
Common beliefs state that children learn languages more easily than older learners, however research shows learning can be successful at any age. Younger learners have advantages like brain plasticity, lack of inhibitions, and simpler language, while older learners have greater learning capacity, analytical abilities, and real-world knowledge. Western culture also believes females learn languages better than males, with women having stronger verbal fluency and memorization, and men performing better in speech and grammar. Language learning ability has four components: inductive language learning, associative memory, phonetic coding, and grammatical sensitivity. Motivation, cognitive styles, personality traits, and language learning strategies all interact and relate to second language acquisition.
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.
Differences in l2 learners liseth chica
Young learners acquire language more easily than older learners due to brain plasticity and greater language exposure. Girls tend to perform better in grammar and spelling while boys learn more visually. Individual differences like aptitude, motivation, cognitive styles and personality can influence how successfully one acquires a second language. Learning strategies also impact language learning, with younger learners relying more on repetition and older learners on synthesis. Females tend to employ social/affective strategies more than males.
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This document discusses issues related to second language acquisition from multiple perspectives. It examines the many factors that contribute to the complex process of learning a second language, including characteristics of both teachers and students. Additionally, it explores definitions and understandings of key concepts like language, learning, teaching and how linguists study language acquisition.
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- 10. Motivation Source Purpose Intrinsic (Internal) Extrinsic (External) Integrative The learner wishes to learn L2 for personal growth and cultural enrichment Someone else wishes the learner to know L2 for an integrative reason. Instrumental The learner wishes to achieve practical goals using L2 (e.g. for a career) External power wants the learner to learn L2 for a practical purpose.
- 14. Thanks!!