This document discusses several models of second language acquisition and how individual learner differences relate to computer-assisted 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. Across these models, the document notes that learner variables like age, attitude, motivation, intelligence, language aptitude, and previous knowledge are claimed to influence learning outcomes. However, it also acknowledges that the variables interact with each other and the learning context in complex ways.
3. Models with independent learner variables - The “Good Language Learner’ Model - Monitor theory - Brown & Fraser’s Framework - Levin’s Schematic Model Models with Interdependent learner variables - Gardner’s Educational Model - Skehan’s Model of influences on language learning - Spolsky’s Model of second language learning Models of Second Language Acquisition (SLA)
10. SimplificationConscious processes - strategies Age Intelligence Motivation Attitude Personality Cognitive Style THE CONTEXT EFL/ESL Opportunities for use Social Milieu
16. Situation Scene Participants Setting (bystanders, local, time) Purpose (buying, lecturing, playing a game) Individuals Relationship Between Individuals (shared Knowledge, power) Individual Qua individual (personality, attitude) Individual as member of a social category (class, ethnicity)
19. Models with interdependent learner variables These 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 contexts There 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. Individual Differences Social Milieu Social Milieu Social Milieu Intelligence Formal Language Training Language Aptitude Linguistic Cultural Belief Motivation Non Linguistic Informal Language Training Situational anxiety Gardner’s (1979) schematic representation of the theoretical model
22. Linguistic Integrativeness formal Cultural Belief Motivation informal Nonlinguistic Attitudes towards the learning situations Language Aptitude Operational 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 proposed Skehan’s Model of Influences on Language Learning
24. Spolsky’s Model of Second Language Learning Spolsky 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’.
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27. Feedback provision Intelligence Aptitude Motivation Attitude Personality Cognitive style Opportunities for target language use Access to NS -In class -Out of class Opportunities for communication language use Opportunities for negotiation Out comes Learning Conscious strategies Unconscious strategies Proficiency Errors Fossilization Affective outcome SocialContext Expectation of bilingualism Relationship to target language community Attitudes 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 context Leads to Social context Which appear in the learners as Motivation Which joins with other personal characteristic such as Personality Capabilities Previous Knowledge Age All of which explain the use the learner makes of the available Learning opportunities (formal or informal) The interplay between learner and situation determining Linguistic and non-linguistic Outcomes 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 outcomes Most models posit learner variables as caused variables influencing the learning outcome.
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33. Age Attitudes Motivation Intelligence Language aptitude Previous knowledge Familiarity with computers Interaction with native-speakers of English Language used for interaction with the community Individual 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 Carroll (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
