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.

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

36. Intrinsic Intrinsic motivation is one which comes from the learners’ own persona.Extrinsic Extrinsic motivation is one which comes from out side and beyond individual.Motivation

37. There is a positive correlation between intelligence and language learning achievement.Intelligence

38. According to Carrol (1981:84) aptitude can be defined as : a concept which corresponds to the notion that in approaching a particular learning task or program, the individual may be thought of as possessing some current state of capacity of learning that task if the individual is motivated, and has the opportunity of doing so. The capacity is presumed to depend on some combination of more or less enduring characteristic of the individual.Language Aptitude

39. In a foreign language learning context, previous language knowledge plays an important role in a further process of language learning, in terms of language learning achievement.Previous knowledge

40. It is considered as a variable in a computer-mediated language learning environment.It will help the students to access the knowledge.Familiarity with computers

41. Can interaction with native speakers of the target language being learned enhance language learning achievement? Interaction with native-speakers of English

42. Smith-Kreuzen (1988) : learners will interact using the target language.Hartoyo : only in formal-teaching learning situations (classroom context). In informal situations (outside the classroom), Indonesian is likely to be used more than English.Language used for interaction with the community

43. Despite the fact that not all studies on the relationship between individual-related variable and language learning achievement have revealed similar findings, the majority of studies indicates that these variables significantly affect language learning achievement. Furthermore, the review has repeatedly demonstrated that the variables do not operate in isolation. The are important though unclear interaction between them. SUMMARY

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