Individual learning differences



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INDIVIDUAL

INDIVIDUAL

LEARNING DIFFERENCES


Group: U2
PLAN:
01
Introduction to individual differences in SLL
02
Information Bank
04
Activity
Humans differ from each other due to many biological or conditioned factors (affected by nature) or unconscious forces (affected by past experiences). The many ways in which one learns about these differences are usually similar, through introspection and interaction with other people, or by reading books and watching television or cinema.
However, in order to conduct research in individual differences, it is necessary to have rigorous instruments, and a scientific way of providing reliable and valid. The differences that one can explore are:.

INDIVIDUAL LEARNER DIFFERENCES

INDIVIDUAL LEARNER DIFFERENCES


01
03
02
04
AGE
GENDER
MOTIVATION
APTITUDE
LEARNING STRATEGIES
LEARNING STYLES
LEARNER BELIEFS
PERSONALITY
06
05
07
08
Intelligence
IQ
Related to:
- Reading
- Grammar
-Vocabulary
Unrelated to:
- Oral production
French immersion programs in Canada
Fred Genesee (1976)

LEARNING STYLES

LEARNING STYLES


VISUAL
  • Images
  • Maps
  • Graphic organisers

AUDITORY
  • Listening to lectures
  • Speaking in group discussions
  • Repetition
  • Mnemonic devices

KINESTHETIC
  • Tactile representation of information’
  • Hands-on learners

READING/WRITING

Age

Age

When L2 learning should start?


Critical Period Hypothesis

Pre-puberty learners

Pre-puberty learners

Post-puberty learners

Post-puberty learners


60%
20%
10%

Gender differences

Gender differences

Is there a difference between male and female language learning?


You can simply impress your audience and add a unique zing.
Attention paid
Boys slightly better at math and girls slightly better at reading and literature.
Academic and cognitive differences in gender
Boys are more likely to speak up during a class discussion .
Social differences
Physically, boys tend to be more active than girls and are more prone than girls to rely on aggression.
Physical differences
Teachers sometimes distribute praise and criticism differently to boys and girls.
Disturbuting praise and criticism
Expressive nurturing is expected more often of girls and women, and a businesslike task orientation is expected more often of boys.
Public talk versus private talk

Motivation= Effort=Desire to achieve a goal + attitudes

Motivation

Motivation

Robert Gardner and Wallace Lambert (1972)


Integrative motivation
Instrumental motivation
“ I need English for my future career”
“I want to learn English because it will be useful in getting a job”.
“ I learnt English because it was an entry requirement for university”
“I would like live in the country where it is spoken”.
“I want to seek out more opportunities to interact with native speakers”
“ I want to participate actively in the debates of native speakers”

AMTB (Gardner,1985)

AMTB (Gardner,1985)

Attitudes and Motivation Test Battery




It is also called Gardner’s test Battery. It was created in order to access motivation towards second language
Learning
strategies
Metacognitive
Affective
Social
Cognitive
Memory
Compensatory

Survey of adult international students in a communicative ESL program

Survey of adult international students in a communicative ESL program

CARLOS YORIO (1986)


77%
  • High level of dissatisfaction among the students
  • Communicative instruction focused on meaning and spontaneous communication in group-work interaction
  • Concerns expressed about the absence of attention to language form, corrective feedback or teacher-centered instruction
  • Their progress was negatively affected by an instructional approach that was not consistent with their beliefs

Two large-scale studies

Two large-scale studies

Renate Schulz (2001)


34%
98%
87%
55%
Students
Add Text
Teachers
Students
Teachers
Students desired to have their errors corrected
Teachers did as students expected
Students believed “formal acquisition of the language is significant for mastery of the study”
PERSONALITY
Extroversion & introversion
Self-esteem

Inhibition

Risk taking
Anxiety

Thank you

Thank you

For your attention


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