This document discusses several models of second language acquisition (SLA) and their treatment of individual differences. It summarizes models such as the Good Language Learner model, Monitor Theory, Brown and Fraser's framework, Levin's schematic model, and Gardner's educational model. The models distinguish between individual-related variables like age, intelligence, and motivation, and other variables like social/environmental context. Most assume interrelationships between individual variables and their independent effects on SLA outcomes like proficiency and errors. Spolsky's eclectic model combines learner, learning opportunity, and social context variables and their interaction in determining linguistic outcomes.

1. INDIVIDUAL DIFFERENCES AND CALL
By
1. A. GHOZALI NURKALAM
2. NANA SUZANA
3. DIAN FARIJANTI
4. EROH MUNIROH
It has been indicated that individual
differences play an important role in
language teaching and learning
should not be neglected

2. MODELS OF SLA AND THEIR VARIABLES
INDIVIDUAL OUTCOMES
DISTINGUISHES BETWEEN INDIVIDUAL-
RELATED VARIABLES AND OTHER ASSUMES AN
VARIABLES INTERRELATIONSHIP
Eg, social (environmental) BETWEEN INDIVIDUAL
variables, contextual variables
And regards their effect as independent VARIABLES
Of one another
(the ‘Good Language Learner
model, monitor theory
model, framework and Levin’s
schematic model)

3. The ‘Good Language Learner’ model
(proposed by Naiman et al (1978)
Three independent variables (teaching, learner, context & Two dependent variables
(learning, outcomes)
TEACHING
MATERIALS
SYLLABUS
METHODOLOGY
THE LEARNERS
RESOURCES
THE LEARNERS Proficiency
Unconscious processes -listening
AGE -generalisation
INTELLIGENCE
-speakin
APTITUDE -transfer -reading
MOTIVATION -simplification -writing
ATTITUDE Errors
PERSONALITY
COGNITIVE STYLE
Conscious processes Interlanguage
-strategies Active reasons
THE CONTEXT
EFL/ESL
OPPORTUNITIES FOR USE
SOCIAL MILIEU

4. MONITOR THEORY
The monitor theory consists of five hypotheses.
(Krashen et al)
(1)The acquisition-learning hypothesis
(2)The natural order hypothesis
(3)The monitor hypothesis
(4)The input hypothesis
(5)The affective filter hypothesis
The affective filter hypothesis is the most relevant as
the source of learner-related output variation.

5. THE MONITOR THEORY
M
I O
O
N U
N
P Affective Cognitive T
U I
Filter Organisers P
T T
U
O
T
R
The affective filter is a major source of variation; the success of language learning varies depending on
several factors embraced within the affective filter such as attitude, motivation, self-confidence and/or
anxiety this theory postulates that the affective filter may cause the quality of acquisition to be higher or
lower

6. BROWN AND FRASER’S FRAMEWORK (1979)
Situation
Scene Participants
Individuals Relationship
Setting (eg Purpose
Bystandars, between
(eg, Buying,l
locale and individuals
ecturing or
time (eg, Shared
playing a Indidual as knowledge, pow
game Individual qua member of a er
individual social
(eg, Personality category
, attitude (eg, Class, et
hnicity

7. BROWN & FRASER’S FRAMEWORK
Examines how individual situational variables
affect language choice

8. LEVIN’S SCHEMATIC MODEL
FOCUS INDIVIDUAL DIFFERENCES IN OUTPUT
PROPOSES TWO MAJOR STAGES: DIAGNOSTIC &
PRESCRIPTIVE
HIS MODEL FOCUSED TWO VARIABLES: INPUT &
OUTPUT
“Input variables refer to variables that differentiate
between learners in terms of the traits, abilities, and
prerequisites that are related to successful output-
task performance” (Levin: 1977:29)

9. GARDNER’S EDUCATIONAL MODEL
Gardner’s schematic representation of the theoretical model
Social milieu Individual differences Social milieu Social milieu
Intelligence
Formal
language
Language
training
aptitude Linguistic
Cultural bebief
Motivation
Informal Nonlinguistic
language
training
Situational
anxiety

10. Gardner’s operational formulation of the socio-educational model
integrativeness
Formal
Cultural Linguistic
belief motivation
Attitude
towards the Informal
learning
situations Nonlinguistic
Language
aptitude

11. Skehan’s influences on language learning (1989)
Classrooms and material The learner
Intelligence
Aptitude
Material Motivation
Syllabus Attitude
Methodology Personality
Resorces Cognitive style
Organisation
-structuring
-explicitiveness
Responsiveness Oppotunities for target
-appropriateness of language use Learning Outcome
pacing Access to NS
-individualisation Proficiency
-in class Conscious Errors
-feedback provision -out of class strategies fossilisation
Opportunities for Affective
comunication Unconscious outcome
Social context language use strategies
Expectation of Opportunities for
bilingualism negotiation
Relationship to target
language community
Attitude to target
language
Social class

12. Spolky’s model of SLA
Social context
Leads to
Social context
which appear in the learner as
Motivation
which joins with other personal
chracteristics as
Previous
Age Personality Capabilities knowledge
all of which explain the use the learner makes
of the available
the interplay between learner and
s
Learning opportunities situation determining
t
Linguistic and non-linguistic
outcomes for the learners

13. FIVE FEATURES OF SPOLSKY’S MODEL
1. Combining in a single theory all aspects of SL/FL learning 
unabashed immodesty.
2. A restriction to the specific domain of SL learning and focus on
individual differences.
3. An assumption that “all many parts (variables) of the model
apply to specific kind of learning, and that there is a close
interaction among various parts (variables) of the model.
4. A spirit of eclectisism seems to underlie Spolsky’s model.
5. The model recognises the importance and existence of ‘social
context’ as an important domain affecting learning outcomes.

14. INDIVIDUAL DIFFERENCES
AGE : older children (11-15) perform better in
production of correct morphology and syntax, and
younger children (6-10) possess better English
pronunciation (Fathman: 1975).
Krashen et al (1979) conclude that (1) adults proceed
through early stages of syntactic and morphological
development faster than children,(2) older children
acquire faster than younger children, (3) acquirers who
begin natural exposure to SL during childhood generally
achieve higher SL proficiency than those beginning
adults.

15. ATTITUDE: A student who has a negative attitude
toward learning a target language is not
normally, interested in following a lesson or program.
Successful SL acquisition may depend on the attitude
that a language learner brings to the situation
(Henning: 1983). According to Randhawa and Korpan
(1973), there are four classifications of attitude: (1)
utilitarian, attitude related to usefulness of
learning,(2) aestheticism, attitude related to the
appreciation of the language, (3) tolerance, attitude
reflecting an accepting attitude rather than any direct
positive orientation toward learning, (4) specific
factor, attitude related to specific, normally single
item.

16. MOTIVATION:Motivation is the extent to which learners
make choicec about (a) goal to pursue and (b) the effort
they devote to that pursuit(Brown:1994)
Three points to be noted : (1) the nature of the source of
stimulation, (2) the strength of the intention of doing
something to achieve a goal, (3) the nature of the goal or
goals.
INTELLIGENCE: IQ as a variable in language learning context
is still worthwhile, but not a variable in isolation (Spolsky:
1989)
LERNING APTITUDE
PREVIOUS KNOWLEDGE
FAMILIARITY WITH COMPUTERS
INTERACTION WITH NATIVE SPEAKERS OF ENGLISH
LANGUAGE USED FOR INTERACTION WITH COMMUNITY

17. CONCLUSION
Despite the fact that not all studies on the
relationship between individual-related
variables and language learning achievement
have revealed similar findings, the majority
of studies indicate that these variables
significantly affect language learning
achievement

18. THANK YOU
DANK U
SUWUN
SYUKRON
HATUR NUHUN
TERIMAKASIH