Individual Differences and

CALLPresented by group 3:

1. Rudi Haryono2. Mustarik

3. Elih Sutisna YantoDepartment of English Language, University of

Prof. Dr. HAMKA, Jakarta

Model Of SLA

TYPES OF OUT COME VARIATION-RELATED MODELS

THE DIFFERENCES BETWEEN LEARNING AND ACQUISITION

L2 learning in L1 environment

-Guided learning-Tutored learning-Formal learning

-Foreign language learning

-Learning

L2 learning in L2 environment

-Unguided learning-Untutored learning- Informal learning

-Spontaneous learning-Natural learning-Second language

learning-Acquisition

Independent learner

variables

The Good

LearnerModel

(Naiman, Frohlich, Todesco, and Stern

(1978)

Monitor Theory

(Dulay,Burt, Krashen, 1982)

Brown and

Fraser’s framewo

rk

Levin’s schematic model

The ‘Good Language-Learner’ Model

BY NAIMAN et.alTEACHINGMaterialsSyllabusMethodologyresources

THE LEANERSAgeIntelligenceAptitudeMotivationPersonalityCognitive style

THE CONTEXTEFL/ESLOpportunities for use Social Milieu

Unconscious process-Generalization--transfer--simplificationConscious processes-strategies

Profiency-listening-speaking-reading-writingErrorsInterlanguageAffective reasons

Monitor theory(Dulay, Burt, and Krashen, 1982)

INPUT

AffectiveFilter

CognitiveOrganizers

MONITOR

OUTPUT

This theory postulates thatThe affective filter may cause the

quality of acquisition [output] to be higher or lower

Model with interdependent

learner variables --

Individual outcome

Gardner’s

theoretical

model

Skehan’s model

Spolsky’s model

distinguishes

Individual-related variables

Other variables

Gardner’s (1979) schematic representation of the

theoretical model

Cultural belief

Formal language trainingLanguage

Aptitude

Motivation

Intelligent

Situational anxiety

Informal language training

linguistic

Non linguistic

Social milieu Individual differences Social milieu Social milieu

Figure -9

Spolky’s (1989:28) model of second language learning

Social context

learners

Motivation

Age Personality

Capabilities

Learning opportunities(formal or informal)

Linguistic and non-linguistic Outcomes for the learner

Previous Knowledge

leads to

which appear in the learner as

which joins with other personal characteristics

such as

all of which explain the use the learners makes of the

available

the interplay/interaction between learner and situation

determining

Family, home, community

LEARNING CUTCOME

S

TEACHING

THE CONTEX

T

LEARNING OPPORTU

NITIESSOCIAL MILLIE

U

AFFECTIVE

FILTER

INPUT (LANGUAGE EXPOSURE)

THE LEARNE

R

Individual Differenc

es

AgeAttitudes

Motivation

IntelligenceLangua

geAptitude

Previous Knowled

ge

Familiarity with

Computers

Interaction with native-speakers of

English

Language used for

interaction with the

community

Individual-related variables

Significantly affect language

learning achievement

The variables do not operate

in isolation

There are important though unclear

interaction between them

Affecting language learning outcomes

Attitudes toward

computer

Time spent learning English via self-

access computer-mediated language learning program

Familiarity with computers

Affecting language learning outcomes

Motivation in learning English

Attitudes toward English

Previous knowledge

Social context

SUMMARY

THANK YOU

GLOSSARYNO CONCEPT

1 Acquisition: refers to subconscious learning which not influenced by explicit instruction about the L2 rule system

2 Affective filter: a kind of barrier to acquisition that results from negative feelings or experiences.

3 Dependent variable: A measured variable that is the consequence of or depend

4 Independent variable: A variable antecedent to or proceeding the dependent variable; also called , in experimental design, the experimental or manipulated variable.

5 Interlanguage : There is some in between system used in L2 acquisition which certainly contains aspect of L1 and L2, but which in an inherently variable system with rules of its own

6 Input (language exposure): is used to describe the language that the learner is exposed to. To be beneficial for L2 learning, that input has to be comprehensible. It can be made comprehensible by being simpler in structure and vocabulary as in the variety of speech known as foreigner talk. Native speaker of English may try to ask an international students “How are you getting on in your studies?”, but if not understood, can switch to “English class, you like it?”Foreigner talk of this type may be beneficial, not only for immediate communicative success, but also for providing the beginning learner with clearer examples of the basic structure of the L2 as input

7 Learning : applies to a conscious process of accumulating knowledge of thee vocabulary and grammar of a language = refers to a conscious process which is the result of explicit instruction about (errors against) the L2 rule system.

GLOSSARYNO CONCEPT

8 Generalization : to generalize means to infer; or to derive a law, rule ,or conclusion, usually from the observation of a particular instances.

9 Interference: Negative transfer is usually referred to as interference, in that previously learned materials interferes with subsequent material- that is a previous item is incorrectly transferred or incorrectly associated with an item to be learned.

10 Simplification : The process of “Uncomplicating” , of reducing events to as common denominator, to as few parts or features as possible.-Meaningful learning is simplification, a process of storing items so that a few higher – order features lead to more and more lower – order features.Simplification is synonymous to generalization.

11 Cognitive style relevant to L2 learning: 1. Field independence and dependence; 2. Reflectivity and impulsivity; 3 Tolerance and intolerance of Ambiguity; 4. Broad and Narrow category width; 5. Skletonization and Embroidery.

THE DIFFERENCES BETWEEN LEARNING AND ACQUISITION

L2 learning in L1 environment-Guided learning-Tutored learning-Formal learning

-Foreign language learning-Learning

L2 learning in L2 environment-Unguided learning-Untutored learning- Informal learning

-Spontaneous learning-Natural learning

-Second language learning-Acquisition

NO MODELS VARIABLES1 The ‘Good

language learner’ model

Learner: age, intelligence, aptitude, motivation, attitude, personality, cognitive styleTeaching: syllabus, materials, methodology, resourcesThe context: EFL/ESL, opportunities for use, and social milieuLearning: unconscious and conscious processesOutcome : profiency, errors, interlanguage, affective reactions.

Possible variables affecting language learning

NO MODELS VARIABLES2 ‘Monitor ‘ model Affective filter (learner

variable) such as attitude, motivation, self-confident, or anxiety.Input Cognitive organisers Output

Possible variables affecting language learning

NO MODELS VARIABLES

3 Model developed by Brown and Fraser

Scene: setting and purposeParticipant: individual and relationship between individualsLanguage choice (outcome)Learning: unconscious and conscious processesOutcome : profiency, errors, interlanguage, affective reactions.

Possible variables affecting language learning

NO MODELS VARIABLES

4 Levin’s model Input (learner variables)Output

NO MODELS VARIABLES5 ‘Gardner’s

modelSocial milieu (Culture beliefs)Individual differences (intelligence, language aptitude, motivation, and situational anxiety)Second language acquitition contexts ( formal and informal training) Outcome (linguistic and non-linguistic)

Possible variables affecting language learning

NO MODELS VARIABLES6 Spolsky’s model Social context (e.g. family,

home, community etc.)Condition of learner (e.g. motivation, age, personality, capabilities, and previous knowledge)Learning opportunities ( formal and informal ) Outcome (linguistic and non-linguistic)

Possible variables affecting language learning

NO MODELS VARIABLES7 Skehan’s model Classroom and material (e.g.

syllabus, methodology, materials, teacher-student ratio, resources, organization, responsiveness.)Social context (e.g. expectations of bilingualism, relationship to target language, attitudes to target language, social class)Opportunities for target language ( access to NS, opportunities for negotiation) The learner (e.g. intelligence, aptitude, motivation, attitude, personality, cognitive style)Learning ( conscious and unconscious)Outcomes (proficiency, errors, fossilation, affective outcomes)

Possible variables affecting language learning