This document discusses individual factors that influence the learning of a second language, including cognitive style and language learning strategies. It first examines cognitive style, noting that it refers to how learners perceive, monitor, conceptualize, and recall linguistic information. Witkin's theory of field dependence/independence is explained, along with characteristics of field dependent and field independent learners. The document then discusses language learning strategies and provides a typology that includes cognitive, memory, compensation, metacognitive, social, affective, and communication strategies. Finally, it is noted that learning strategies can contribute to communicative competence and learner autonomy if developed through adequate instruction and consideration of learner characteristics.

1. Individual factors in the learning
process of EFL
Student´s presentations: Session 1:
Cognitive styles, Language
aptitude, Learning strategies
June 2013

2. COGNITIVE STYLE
COURSE: INDIVIDUAL FACTORS IN THE LEARNER’S
DEVELOPMENT
Enrique Rojas
Olenka Nunura
Karen Meza

3. WHAT IS COGNITIVE STYLE?
• It refers to the matter in which the learner:
– Perceives
– Monitors
– Conceptualises; and
– Recalls linguistic information

4. VARIABLES
• Reflective –impulsive thinking
• Broad –narrow categorising
• Skeletonising –embroidering
• Belief congruence- contradiction

5. Witkin and the GET
• Born: 2 August 1916 Died: 8 July 1979)
• American psychologist, specialized in the
spheres of cognitive psychology and learning
psychology.
• Pioneer of the theory of cognitive styles and
learning styles.
• GET stands for Group Embedded Test

6. Are you field dependent or field
independent?
1. Do you spend less than three seconds
watching yourself in a mirror? YES – NO
2. On your birthday, do you like having a
party with all your friends? YES – NO
3. When you read a text or article do you
like to comment about it with others?
YES – NO
4. Are you concerned if you don’t have
any likes on a picture you’ve posted in
your facebook account ? YES- NO
5. Do you feel you learn better when
working in groups? YES -NO

7. ANSWERS
• More than 3 Yes: You are field
dependent
• More than 3 No: You are field
independent
• Only Yes: Extremely dependent.
• Only No: Extremely independent.

8. SOCIAL
CHARACTERISTICS OF
THE FIELD DEPENDENT
• Person oriented
• Interested in other
people
• Sensitive to other people
• Gregarious
SOCIAL
CHARACTERISTICS OF
THE FIELD
INDEPENDENT
• More impersonal
• Detached
• Less sensitive
• More aloof
• Cerebral and object
oriented

9. Field dependent – Field independent
• Personal Orientation
• Impersonal orientation
• Analytic
• Holistic
• Socially sensitive
• Not so socially aware
• FD
• FI
• FI
• FD
• FD
• FI

10. Criticism
• William and Burden (1997):
“… There is no such thing as ‘intelligence’ or
‘field dependence’ or ‘motivation’ but it can
sometimes be convenient to treat such entities
as if they do exist so that we can construct tests
to measure them…’

11. LEARNING
TENDENCIES
Visual
learning
Tactile
learning
Auditory
learning
Kinaesthetic
learning

12. LEARNING
STYLES IN
AUSTRALIA
Concrete
Communicative
Authority
orientated
Analytic

13. To what extent cognitive style of
learning style affects the success (or
otherwise) of learning a foreign
language?
• The studies are not conclusive

14. CONCLUSIONS
• There is no relation between cognitive styles and
academic achievement.
• Teachers should be aware of the different
cognitive styles to guide students better.
• Teachers should try to accomodate the cognitive
styles through varying ways of instructions.
• Factors such as cultural background, age, sex and
level of education seem to influence the style the
learner develops.

15. Presented by Liliana Melendez and Gerard Cooper

16. Learning a second language is a
complex process, which consists of
several factors.

17. Skehan (1989) mentioned five variables
among which the independent ones
are:
 Teaching
 Learner
 Context
 The learner variable consists of Individual
factors:
 Cognitive
 Affective
 Physical and Psychological

18.  Among the Cognitive
factors, intelligence, language
aptitude, cognitive styles, and learning
strategies must be accounted for.

19.  Skehan states that language aptitude is
the most consistent predictor of success
in language learning; therefore, it is an
important factor which should be
developed.

20. Can language aptitude be developed?

21.  Even though Krashen says that
language aptitude is not connected to
formal instruction, Skehan believes that
language aptitude includes both.
 The way to develop language aptitude
is by means of adequate instruction,
individual learning, and taking into
consideration learner characteristics
and skills.

22. Presented by Karina Febres and Mirko Manfredi

23. Definition
 Approaches or techniques learners use to try to learn
an L2. They can be behavioral, mental and typically
problem-oriented.

24. Characteristics
 Contributes to the main goal: Communicative
competence.
 Allows learners to become autonomous.
 Problem oriented.
 Not always observable and
 Often conscious.
 Can be taught- strategy training.
 Flexible

25. Typology
 COGNITIVE
Generalizing, making
comparison between
languages, note
taking, practicing, analyzing,
reasoning.

26.  MEMORY
Techniques which
help the learner store
and retrieve the
stored information
when necessary.

27.  COMPENSATION
Behaviours used to
compensate for missing
knowledge such as:
circumlocution, avoidance, gu
essing while listening or
reading.

28.  METACOGNITIVE
Arranging and planning
learning.
Evaluating learning.
Advance organizers.

29.  SOCIAL
Counting on friends for
help.
Participating in group
conversations while
pretending real
understanding.
Questioning and
cooperating with
others.
Empathizing with
others.

30.  AFFECTIVE
Self reinforcement.
Lowering one’s anxiety.
Positive self talk.
Talking one’s emotional
temperature.

31.  COMMUNICATION
Manchón Ruiz (1985)
Based on L1: Literal
translations, loans and
foreignisms.
Based on L2 or
interlanguage: formation of
new words and paraphrasing.