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 influences, and Spolsky's model. It also discusses individual difference variables like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used in the community. The summary concludes that while study findings vary, most research shows these individual factors significantly impact language learning outcomes and interact with each other in complex ways.

1. Individual DifferencesandComputer – Assisted Language Learning (CALL)By,RatnatyaraWahyuhadiRofiqoMujahidahTri Yanuarsih

2. Theories of second language learningIndividual differences

3. Models with independent learner variables - The “Good Language Learner’ Model - Monitor theory - Brown & Fraser’s Framework - Levin’s Schematic ModelModels with Interdependent learner variables - Gardner’s Educational Model - Skehan’s Model of influences on language learning - Spolsky’s Model of second language learningModels of Second Language Acquisition (SLA)

4. The ‘Good Language-Learner’ ModelProposed by Naiman, Frohlich, Todesco and Stern (1978)

5. TEACHINGMaterialsSyllabusMethodologyResourcesOUTCOMETHE LEARNERSLEARNINGProficiencyListening

6. Speaking

7. Reading

8. WritingErrorsInter languageAffective reasonUnconscious processesGeneralization

9. Transfer

10. SimplificationConscious processes- strategiesAgeIntelligenceMotivationAttitudePersonalityCognitive StyleTHE CONTEXTEFL/ESLOpportunities for useSocial Milieu

11. Proposed by : - Krashen (1978,1981,1982, 1985) - Dulay, Burt & Krashen (1982) - Krashen & Terrel (1983)Monitor Theory

12. MONITOROUTPUTINPUTAffectiveFilterCognitiveOrganizersAffective Filter : Attitude

13. Motivation

14. Self-confidence

15. Anxiety1979Brown & Fraser’s Framework

16. SituationSceneParticipantsSetting(bystanders,local, time)Purpose(buying, lecturing,playing a game)IndividualsRelationshipBetweenIndividuals(shared Knowledge,power)IndividualQua individual(personality, attitude)Individual asmember of asocial category(class, ethnicity)

17. Levin (1977)Levin’s Schematic Model

18. 2 major stages : - diagnostic - prescriptiveFocused on 2 variables : - input (traits, abilities, prerequisites) - output

19. Models with interdependent learner variablesThese models not only identify the independent influence of the individual-related variables and other variables but also consider that these variables influence each other and jointly create differences in learning outcomes.Models of this type include: - Gardner’s educational model - Skehan’s model of influences on language learning - Spolsky’s model of second language learning

20. The model encompasses three main aspects: - Cultural beliefs - Individual differences - Second Language Learning (SLA)/learning contextsThere are three points that can be inferred from Gardner’s model. - There should be a direct link between cultural beliefs and individual difference variables - Gardner highlights the importance of individual differences (e.g. intelligence, language aptitude, motivation, and situational anxiety) upon which his approach is primarily based. - There is a linkage between variables within the framework which, in turn jointly affect other variables.Gardner’s Educational Model

21. IndividualDifferencesSocial MilieuSocial MilieuSocial MilieuIntelligenceFormalLanguageTrainingLanguageAptitudeLinguisticCulturalBeliefMotivationNonLinguisticInformalLanguageTrainingSituationalanxietyGardner’s (1979) schematic representation of the theoretical model

22. LinguisticIntegrativenessformalCulturalBeliefMotivationinformalNonlinguisticAttitudestowards thelearningsituationsLanguageAptitudeOperational formulation of the socio-educational model (Gardner, 1985)

23. A modification of the ‘Good Language Learner (GLL)’ model developed by Naiman, et al, (1978)There are two differences between the two models: 1. A new ‘opportunities for target language use’ category has been added 2. The sub-variables under the ‘classrooms and materials’ variable was proposedSkehan’s Model of Influences on Language Learning

24. Spolsky’s Model of Second Language LearningSpolsky based his model on a core of five features summarized as follows: - Combining in a single theory all aspects of second or foreign language learning which he described as ‘unabashed immodesty’. - A restriction to the specific domain of second language learning and a focus on individual differences. - ?? - A spirit of eclecticism seems to underlie Spolsky’s model. - The model recognizes the importance and existence of ‘social context’ as an important domain affecting learning outcomes.Spolsky’s model consists of two main clusters, i.e. ‘conditions of social contexts’ and ‘conditions of learners’.

25. ClassroomsAndmaterialsThe learnerMaterialsSyllabusMethodologyResourcesOrganizationStructuring

26. ExplicitivenessResponsivenessAppropriateness of pacingIndividualization

27. Feedback provisionIntelligenceAptitudeMotivationAttitudePersonalityCognitive styleOpportunitiesfor target language useAccess to NS-In class-Out of classOpportunities for communication language useOpportunities for negotiation Out comesLearningConscious strategiesUnconscious strategiesProficiencyErrorsFossilizationAffectiveoutcomeSocialContextExpectation of bilingualismRelationship totarget language communityAttitudes to target language Social class

28. There are two points that can be noted from Spolsky’s model of language learning and its underlying features: 1. Spolsky’s model appears to be promising as a parameter for identifying variations in learner variables 2. The second point relates to the fourth feature underlying Spolsky’s model. This feature of eclecticism clearly implies that his model can be modified and adjusted according to learning conditions (contexts).

29. Social contextLeads toSocial contextWhich appear in the learners as Motivation Which joins with other personal characteristic such asPersonalityCapabilitiesPrevious KnowledgeAgeAll of which explain the use the learner makes of the availableLearning opportunities(formal or informal)The interplay between learner and situation determining Linguistic and non-linguisticOutcomes for the learners

30. From the review of these specific SLA models, there are two points that can be highlighted: No matter what the model of SLA is, learner variables are claimed to relate to learning outcomesMost models posit learner variables as caused variables influencing the learning outcome.

33. AgeAttitudesMotivationIntelligenceLanguage aptitudePrevious knowledgeFamiliarity with computersInteraction with native-speakers of EnglishLanguage used for interaction with the communityIndividual Differences

34. young children are better in the most crucial areas particularly in oral (communicative) proficiency, but adults’ rate of acquisition is faster than children, particularly in morphology and syntax.Age

35. A student who has negative or positive attitude toward learning process will affect his/her interaction during the learning process.Attitudes