This document summarizes several models of second language acquisition that incorporate individual learner differences as variables. It discusses seven models: 1) The "Good Language Learner" model which identifies teaching, learner and context variables affecting learning outcomes. 2) Monitor Theory where affective filter influences success. 3) Brown and Fraser's model focusing on setting and relationships. 4) Levin's two-stage diagnostic-prescriptive model involving input and output. 5) Gardner's model emphasizing cultural beliefs, individual differences, and second language acquisition. 6) Skehan's model highlighting joined variable effects. 7) Spolsky's model examining restricted conditions' impact on individual differences. The document analyzes how each model incorporates key individual variables.

3. Individual Differencesand Call Third Groups Gian Yekti W Yudhie Indra G Mufaizah Bambang

4. Presentation Mapping

5. A. Models of Second Language Learning and Their Variables Models of SLA related to individual outcome which divided two: Model distinguish between individual telated variables (Social variables, contextual variables). Model assumses interrelationship between individual variables.

6. B. Models With Independent Learner Variables 1. The “Good Language-Learners” Model 2. Monitor Theory 3. Brown And Fraser’s 4. Levin 5. Gardner 6. Skehan 7. Spolsky

7. 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

8. 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.

9. 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

10. 2. Monitor Theory According to this theory, 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 anxiety.

11. Monitor Theory Cognitive Organizers Affective Filter M O N I T O R O U T P U T I N P U T

12. 3. Brown and Fraser’s Scene Setting and Purpose Participants Individual and Relationship

14. 4. Levin’s Schematic model Two Major stage: Diagnostic Prescriptive Two variables: Input Output

15. 5. Gardner’s Educational Model Focus on three main aspects: Cultural beliefs Individual differences SLA Look Gardners diagram Page 44.

16. 3 Points that can be inferred; 1. Cultural beliefs Individual Differences 2. Emphasize on Individual differences variable. 3. Two variables: Integrativeness and attitudes toward learning situation jointly influence motivation INFLUENCE

17. 6. Skehan Model of Influence on Language Learning Skehan version higlight the importance of joined variables effect on language learning. Such a joined variables model might be useful to identify which variables are more influential and make stronger contribution than the others. More detail see figure 11 Page 47

18. 7. Spolsky Model Spolsky model examines the individual differences resulting from 74 restricted conditions. See Figure 12 Page 50

19. C. Individual Differences Age Attitude Motivation Intellegence Language Aptitude Previous Knowledge Familiarity with Computers Interaction with Native Speakers Language Used

20. That is the end of our presentation. Thank you for your attention nice to have been with you today, Good Luck And see you again

21. LONG..TOLOOOOONG