Individual differences
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1. The document discusses four models of second language learning: the Good Language Learners model, Monitor Theory, Brown and Fraser's model, and Levin's model. 2. The Good Language Learners model identifies teaching, learner, and context as three independent variables that directly link to the dependent variables of learning and outcome. However, it remains unclear which sub-variables affect learning. 3. Monitor Theory and Brown and Fraser's model are also discussed but no details are provided.
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5 factors affecting language learning strategies usage
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
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This article reviews research on language learning strategies from 1970-2006 and proposes revisions to the theoretical framework. It discusses strategies used for both learning and using a second language. The author draws on previous works and studies college students learning a language. Two important aspects are defining strategies and using them in learning. The relationship between subconscious activity and strategies is explored, showing how they shape learning preferences and processes. The article recommends viewing strategies as an integral part of learning, not just for speeding it up. Learning depends more on the strategies available and best fitting a learner's preferences and intelligence. While much research has been done, theoretical criticisms have persisted for over two decades.
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Slide 1
First language theories view a learner's native language as an influence in second language learning and advocate practicing specific sounds and patterns in the target language to overcome potential errors. Dual language programs provide at least 50% of instruction in the partner language at all grade levels and teach both literacy and content in both languages without translation. A study explored language ideologies of administrators and teachers involved in a district-wide dual language program, finding that views of other languages as assets and multiple languages as problems accounted for much of the variability in attitudes. Educators must apply language proficiency standards to systematically develop speaking, listening, reading, and writing skills and consider a student's developmental stage for an individualized approach.
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5 factors affecting language learning strategies usage
Five factors that affect language learning strategy usage are identified:
1. Gender - Females tend to use cognitive, metacognitive, and social strategies more than males.
2. Learning experiences - Students with additional English study experiences use cognitive and metacognitive strategies more.
3. Learning style - An individual's background and learning style influence their choice of strategies.
4. Motivation - Motivation directly impacts how often, how much, and how well students use language learning strategies.
5. Proficiency - More proficient learners use strategies more frequently than elementary learners.
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This article reviews research on language learning strategies from 1970-2006 and proposes revisions to the theoretical framework. It discusses strategies used for both learning and using a second language. The author draws on previous works and studies college students learning a language. Two important aspects are defining strategies and using them in learning. The relationship between subconscious activity and strategies is explored, showing how they shape learning preferences and processes. The article recommends viewing strategies as an integral part of learning, not just for speeding it up. Learning depends more on the strategies available and best fitting a learner's preferences and intelligence. While much research has been done, theoretical criticisms have persisted for over two decades.
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investigate this aspect, the study was conducted on a group of 15 students studying in Semester Five, in the
English Language Department of Misurata University, Libya. The students were interviewed in groups of three
with nine specific questions, and the responses were audio-taped and transcribed verbatim. The findings
revealed that although they all came from the same cultural, linguistic and educational backgrounds, they had
different perceptions regarding the form focused instruction of grammar. The information gathered is of
considerable significance to ESL teachers who intend to meet students’ needs as well as reduce conflicts caused
by different perspectives between teachers and students regarding whether or not grammar teaching should be
encouraged in the classroom.
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This study aimed to determine the effectiveness of using the mother tongue language as a tool for teaching mathematics to grade 3 pupils in Hondagua Elementary School. A total of 115 grade 3 pupils were surveyed about their performance in examinations on the four fundamental operations. Most respondents were 8 years old females. Examination results showed that half of respondents scored 10 out of 10 in multiplication, making it the most learned operation, while division was least learned with most scoring below average. The study concluded that using the mother tongue language benefits learning as it allows pupils to easily understand concepts.
Individual differences
Individual differences play an important role in second language learning. The document discusses models of second language learning that involve independent learner variables, such as the good language learner model and monitor theory model, as well as models involving interdependent learner variables like Gardner's educational model and Skehan's model. It concludes that individual differences like motivation, attitude, previous knowledge, and social context, as identified by Spolsky, significantly impact language learning achievement.
Mini research on psycholinguistic group 1
The document summarizes a mini research project on child language acquisition. It discusses the first and second language acquisition of a 3-year-old child named Lailia Arumi Zahra. It finds that her first languages are Javanese and Bahasa, with a little English as a second language. It also finds that her parents use an interactionist approach to processing her first language, while her teacher uses mostly a behaviorist approach but sometimes interactionist as well.
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This document summarizes a presentation given by Amanda Brown and her graduate students on the state of research regarding effects of program type, teacher personality, and language background on second language classrooms. The presentation covered comparisons of standard, intensive, and immersion language programs; the role of teacher personality; and a review of student and teacher perceptions of non-native English speaking teachers. While research on some topics like the impact of personality is inconclusive, intensive programs appear more effective than standard, and both students and teachers perceive benefits and limitations to non-native teacher status.
WTC and Learning Styles of EFL Learners.pptx
This study investigated the relationship between Iranian EFL learners' learning styles and their willingness to communicate in English classrooms. The study found that kinesthetic learning style was most preferred. There was a low positive correlation found between learning styles and willingness to communicate in different language skills. While no significant differences in learning styles were found across proficiency levels, differences in willingness to communicate for speaking and comprehension were found between elementary vs intermediate and advanced learners. The study provided insights into the dynamics between learning styles, willingness to communicate, and language proficiency among Iranian EFL learners.
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Individual differences
- 1. Individual Differencesand Call Third Groups Gian Wekti Yudhie Indra G Mufaizah Bambang
- 3. Models of Second Language Learning and Their Variables 1. The “Good Language-Learners” Model 2. Monitor Theory 3. Brown And Fraser’s 4. Levin
- 4. 1. The “Good Language-Learners” Model The model proposed by Naiman, Frohlich, Todesco, and Stern identifities: A. Teaching B. Learner C. Context Two dependent variables: A. Learning B. Out come
- 5. Continued..... In this model of theory showed that there is a direct link between each of the three global independents variables and the learning variable. However, how these independents variables and which particular sub-variables affect the learning variables, remains unclear.
- 6. Teaching The Learners The Context Materials Syllabus Methodology Resources Unconscious Process: Generalisation Transfer Simplication Conscious Processes: Strategis Proficiency: Listening Speaking Reading Writing Errors Interlanguage Affective Reasons Age Intellegence Aptitude Motivation Attitude Personality Cognitive Style EFL/ESL Opportunities for Use Social Milieu The Good Language-Learner Model
- 8. Monitor Theory M O N I T O R O U T P U T I N P U T Cognitive Organizers Affective Filter