factorsaffectingsecondlanguagelearning-100521040201-phpapp02
TRANSCRIPT
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FACTORS AFFECTINGL2 LEARNING
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Introduction
We use our own experience and researchfindings when evaluating success in theacquisition of L2
All normal children are successful in theacquisition of L1, given a normal upbringing.However, rate of development varies
widely among L1 learners
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Introduction In L2 learning, some learners neverbecome native like, make slow progress butsome learners progress rapidly through
certain stages of learning Characteristics contributing to successful
language learning can be classified intofive main categories: motivation, aptitude,
personality, intelligence and learnerpreferences
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Research on learner
characteristicsSteps followed by researchers when tryingto find out the effect of any personalityfactor on L2 learning:
1. Selecting a group of learners2. Giving a questionnaire to them to measure
the degree of the personality factor
3. Giving a test to them to measure their L2proficiency
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Steps followed by researchers whentrying to find out the effect of any
personality factor on L2 learning4. Scoring the test and the questionnaire
5. Finding a correlation on two measures
Researchers want to see whether learnerswith high scores on the proficiency testare also more likely to have high scores on
the personality factor questionnaire
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Difficulties with the
procedure1. Observing and measuring qualitieslike motivation, extroversion or
even intelligence is not possible2. Various researchers use the same
labels to describe different sets of
behavioral traits
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Motivation and Success in
L2 LearningWhat is the problem in motivationquestionnaires? (p.51)
What is the relationship between level of
motivation and success in SLL?Are learners with higher level of motivation
more successful than those with lowermotivation?
Do highly motivated students performbetter on a proficiency test than thosewith much less motivation?
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Motivation and Success
in L2 LearningDo language proficiency tests used in differentstudies measure the same kind of knowledge?
Do learners become successful because of their
motivation?Does early success increase learners
motivation?Are both success and motivation affected by
special attitude for language learning orfavorable learning context
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IntelligenceMany studies using IQ tests and differentmethods of assessing LL have found thatIQ scores are a good means of predicting
how successful a learner is
Measures of intelligence may be morestrongly related to certain kinds of L2abilities than to others
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Intelligence What happened in a study withFrench immersion students in
Canada?(Intelligence is related to the
development of L2 reading, grammar,
vocabulary but unrelated to oralproductive skills
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IntelligenceIntelligence may be a strong factorwhen it comes to learning in terms of
linguistic analysis and grammaticalrules. However, intelligence plays aminor role in classrooms with morefocus on communication andinteraction
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AptitudeWho is CJ? Does he have a special aptitudefor LL? (p.53)
Is learning quickly an important feature ofaptitude?
What are the most widely used aptitudetests?
What view are MLAT and PLAB based on?
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AptitudeWhat is the effect of communicativeapproach to teaching in terms ofaptitude?
What happened in a Canadian languageprogram?
What is the advantage of knowing the
aptitude profile of learners?
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PersonalityIs success in LL correlated withextroversion?
Do successful learners get high scores on
measures of extroversion?Does inhibition affect progress in LL?What did Alexander Guiora and his
colleagues do?
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PersonalityWhat other personality characteristicshave been studied?
What is the main difficulty inresearching personality
characteristics?
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Motivation and attitudesAre positive attitudes and motivationrelated to success in L2 learning?
Can the research indicate truely howmotivation is related to learning?
Are learners more highly motivated becausethey are successful or are they successful
because they are highly motivated?
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Motivation and attitudesMotivation can be defined in terms oftwo factors:
1. Learners communicative needs
2. Learners attitudes towards the
second language community
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Types of Motivation1. Integrative motivation(language learning for personal growth
and cultural enrichment)2. Instrumental motivation
(language learning for more immediate
or practical goals)
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Motivation and attitudesAre integrative and instrumental motivationrelated to success in L2 learning?
How can learning L2 be a source ofenrichment or a source of resentment?
Is motivation affected by the social dynamicor power relationship between the
languages?
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Motivation in the
classroom settingWays of increasing studentsmotivation in the classroom:
1. Varying the activities, tasks andmaterials
2. Using cooperative rather than
competitive goals
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Learners preferences1. Visual Learners2. Aural Learners
3. Kinaesthetic Learners4. Field independent and field
dependent learners
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Learners beliefsAll learners have strong beliefs andopinions about how instruction shouldbe delivered
Learners preferences for learninginfluence the kinds of strategies
they choose to learn new material.
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Learner beliefsTeachers can use this information tohelp learners expand their repertoire
of learning strategies and thusdevelop greater flexibility in theirways of approaching languagelearning.