Individual differences in 2nd language
Summary
TLDRIn this video, Camila explores individual differences among second language learners, highlighting factors like intelligence, aptitude, learning styles, personality, motivation, attitudes, beliefs, identity, ethnic affiliation, and age of acquisition. She explains how these elements influence language learning, emphasizing the importance of accommodating diverse student needs in the classroom. The video encourages teachers to adapt their instruction to enhance language learning experiences.
Takeaways
- π§ Intelligence and its relation to language learning: Higher IQ may be more related to understanding language rules and less to communicative ability.
- π Language Learning Aptitude: Aptitude tests like MLAT and PLAP measure abilities such as identifying new sounds and memorizing words, which can vary among learners.
- π Analytical Skills: Children with strong language analysis skills are often the most successful in language learning programs that don't focus on grammar.
- π Learning Styles: There are three main learning stylesβvisual, aural, and kinestheticβwhich influence how learners absorb and retain information.
- π€ Personality Impact: Certain personality traits like inhibition can discourage risk-taking necessary for language learning, especially in adolescents.
- π» Pronunciation and Inhibition: Reducing inhibition, such as through small amounts of alcohol, has been shown to improve pronunciation in some studies.
- πͺ Motivation and Attitudes: Positive motivation is linked to a willingness to continue learning, with models like Sultan Dornier's three phases of motivation.
- π₯ Cooperative Learning: Activities that require teamwork can increase self-confidence and motivation, contrasting with competitive goals.
- π Identity and Language Learning: There's a complex relationship between ethnic identity and language mastery, with implications for learners' desire to learn.
- π§ Learner Beliefs: Beliefs about language instruction can mediate classroom experiences and influence how students learn new material.
- πΆ Age and Language Acquisition: Younger learners in informal settings may have more opportunities to practice language without pressure, contrasting with older learners who use cognitive strategies more effectively.
Q & A
What are the individual differences that influence second language learning according to the video?
-The individual differences that influence second language learning include intelligence, aptitude, learning styles, personality, motivation, attitudes, beliefs, identity, ethnic group affiliation, and age of acquisition.
How is intelligence related to second language learning as per the video?
-Intelligence, particularly as measured by traditional IQ tests, may be more strongly related to metalinguistic knowledge than communicative ability, suggesting it plays a less important role in classrooms focused on communication and interaction.
What is language learning aptitude and how is it measured?
-Language learning aptitude refers to the ability to learn a language quickly. It is measured using tests like MLAT (Modern Language Aptitude Test) and PLAP (Pilot Language Aptitude Test), which assess abilities such as identifying and memorizing new sounds, understanding word functions in sentences, figuring out grammatical rules, and remembering new words.
What role does the ability to analyze language play in successful language learning?
-According to a study by Lilia Renta, children who were good at analyzing language were the most successful learners in an English second language program, indicating that analytical skills are crucial for language learning success.
What are the three types of learning styles mentioned in the video?
-The three types of learning styles mentioned are visual learners, who prefer videos, movies, images, and graphics; aural learners, who prefer lectures, dictation, and listening to songs and podcasts; and kinesthetic learners, who learn through activities like miming and roleplay.
How does personality affect second language learning?
-Personality traits such as inhibition can discourage risk-taking, which is necessary for language learning progress. It is particularly a problem for adolescents who are more self-conscious than younger learners.
What is the relationship between motivation and second language learning success?
-While research cannot prove that positive motivation and attitudes cause success, there is evidence that positive motivation is associated with a willingness to continue learning, which is crucial for language acquisition.
What is the model of motivation developed by Sultan Dornier?
-Sultan Dornier developed a model of motivation consisting of three phases: choice motivation (starting to learn a language and setting goals), executive motivation (carrying out necessary tasks), and motivation retrospection (students' appraisal of and reaction to their performance).
How do cooperative learning activities impact students' self-confidence and motivation?
-Cooperative learning activities, where students must work together to complete a task or solve a problem, increase students' self-confidence and motivation.
What is the critical period hypothesis and how does it relate to age of acquisition?
-The critical period hypothesis proposes that there is an optimal time in human development when the brain is predisposed for success in language learning. It suggests that younger learners in informal environments have more opportunities to learn and use the language without pressure, which can affect their language acquisition.
Why is it important for language instructors to consider individual differences among their students?
-It is important for language instructors to consider individual differences to accommodate lessons that meet students' needs and preferences, facilitating language learning and ensuring that all students have the opportunity to succeed.
Outlines
π Individual Differences in Second Language Learning
This paragraph introduces the topic of individual differences among second language learners, highlighting factors such as intelligence, aptitude, learning styles, personality, motivation, attitudes, beliefs, identity, ethnic group affiliation, and age of acquisition. It emphasizes the role of intelligence in metalinguistic knowledge rather than communicative ability and discusses language learning aptitude, including the components measured by aptitude tests like MLIE and PLAP. The paragraph also touches on the importance of accommodating different learner profiles in the classroom by incorporating a mix of grammar and communicative activities.
π Learning Styles, Personality, and Motivation in Language Acquisition
The second paragraph delves into the influence of learning styles, distinguishing between visual, aural, and kinesthetic learners, and the need for instructional approaches that cater to this diversity. It also examines personality traits, particularly inhibition, and how they can hinder language learning progress, with an interesting note on the impact of reduced inhibition on pronunciation performance. The paragraph further explores motivation, referencing Sultan Dornier's model that includes choice, executive, and retrospective motivation phases, and the positive effects of varied pedagogical practices and cooperative learning on student interest and confidence. Lastly, it briefly introduces the complex relationship between ethnic affiliation and language mastery, and how learner beliefs can mediate their classroom experiences.
Mindmap
Keywords
π‘Individual Differences
π‘Second Language Learners
π‘Intelligence
π‘Language Aptitude
π‘Learning Styles
π‘Personality
π‘Motivation
π‘Attitudes
π‘Identity and Ethnic Group Affiliation
π‘Learner Beliefs
π‘Age of Acquisition
Highlights
Individual differences in second language learning are influenced by various characteristics such as intelligence, aptitude, learning styles, personality, motivation, attitudes, beliefs, identity, ethnic group affiliation, and age of acquisition.
IQ may be more strongly related to metalinguistic knowledge than communicative ability, suggesting that traditional IQ tests may predict success in language analysis and rule learning.
Language learning aptitude, characterized by the ability to learn quickly, is measured by tests like MLAT and PLAP, focusing on sound identification, word function understanding, and grammatical rule inference.
Lilia Renta's study found that children adept at language analysis were the most successful learners in an English second language program without direct grammar attention.
Teachers should include both grammar and communicative activities to cater to learners with different aptitude profiles.
Learning styles include visual, aural, and kinesthetic, with preferences for different types of learning materials and activities.
Personality traits like inhibition can discourage risk-taking necessary for language learning progress, particularly affecting adolescents more than younger learners.
Reducing inhibition, such as through small amounts of alcohol, has been shown to improve language performance, specifically pronunciation.
Motivation and attitudes, though not proven to cause success, are associated with a willingness to continue learning, with Sultan Dornier's model highlighting three phases of motivation.
Pedagogical practices that motivate students and vary activities can lead to higher levels of interest and reduced boredom.
Cooperative learning activities, where students work together, increase self-confidence and motivation more than competitive goals.
Ethnic affiliation and second language mastery have a complex relationship, with perceptions of loyalty affecting learners' desire to master the language.
Learner beliefs about language instruction can mediate their classroom experience and influence how they learn new material.
The critical period hypothesis suggests there is an optimal time in human development for language learning, with younger learners having more informal opportunities to learn.
Older learners may feel embarrassed by their lack of mastery in complex language situations, affecting their motivation to use the second language.
Language instructors should consider individual differences and accommodate lessons to meet students' needs and preferences for effective language learning.
Transcripts
hi welcome to another video my name is
Camila and I'm a temple student today
I'm going to be explaining the
individual differences of second
language learners all the data used in
this video is from the book how
languages are learned I hope you liked
the video and keep watching there are
certain characteristics about learners
that influence second language learning
some of them are intelligence aptitude
learning styles personality motivation
and attitudes beliefs identity and
ethnic group affiliation and age of
acquisition let's start with
intelligence according to experts IQ may
be more strongly related to
metalinguistic knowledge than to
communicative ability since the kind of
ability measured by traditional IQ tests
may be a strong predictor when it comes
to learning that involves language
analyzes and rule learning therefore
this kind of intelligence may play a
less important role in classrooms where
the instruction focuses more on
communication and interaction
the following characteristic is language
learning aptitude John Carroll has
characterized aptitude in terms of the
ability to learn quickly the most widely
used aptitude tests are M lie and plap
all the tests are based on the view that
aptitude has several components and all
these tests measure the ability to
identify and memorize new sounds
understand the function of particular
words in sentences figure out
grammatical rules from language samples
and remember new words Lilia Renta found
in a study that children who were good
at analyzing language were the most
successful learners in an English second
language program in which activities
almost never involve direct attention to
grammar however the level of each
component may vary depending on the
learner some learners may have higher
analytic skills rather than memorization
skills and vice-versa
for that reason teachers have to include
grammar and communicative based
activities in order to meet all students
aptitude profiles
now let's take a view to the next
characteristic which is learning style
the term learning style refers to the
preferred way of absorbing processing
and retaining new information and skills
there are three types of learners visual
learners aural learners and kinesthetic
learners visual learners prefer to learn
with videos movies images and graphics
aural learners prefer activities like
lectures dictation or listening to songs
and podcasts and kinesthetic learners
are into learning through activities
like miming and roleplay the challenge
is to find instructional approaches that
meet the needs of learners with a
variety of aptitude and learning style
profiles the following characteristic
that influences second language learning
is personality there are some
personality characteristics that have
been proposed as likely to affect second
language learning however it is
difficult for researchers to measure
traits and compare them to second
language learning it has been suggested
that inhibition discourages risk-taking
which is necessary for progress in
language learning this is often
considered to be a particular problem
for adolescents who are more
self-conscious than younger learners
younger learners are usually willing to
make mistakes on the second language it
was found in a series of studies that
reducing inhibition helps in language
performance specifically pronunciation
some study participants were asked to
drink small amounts of alcohol and they
did better on pronunciation rather than
the participants that didn't drink any
that's why people make jokes about
drinking and speaking in another
language now let's see how motivation
and attitudes affect second language
learning
although the available research cannot
prove
positive attitudes and motivation cause
success and learning there is a lot of
evidence that positive motivation is
associated with a willingness to keep
learning
Sultan Dornier developed a model of
motivation that consists of three phases
first phase choice motivation which
refers to getting started to learn a
language and to setting goals in this
language the second phase is executive
motivation which is carrying out the
necessary tasks to maintain motivation
and the third phase motivation
retrospection which refers to students
appraisal of and reaction to their
performance students motivation
increases in relation to pedagogical
practices such as motivating students
into the lesson it has been observed
that remarks teachers make about
following activities can lead to higher
levels of interest from students also
vary in the activities lessons that
always consist of the same routines have
been shown to decrease students
attention and to increase in boredom
it's important that teachers varied the
activities tasks and materials in order
to increase students interest and last
one is using cooperative rather than
competitive goals cooperative learning
activities are those in which students
must work together in order to complete
a task or solve a problem these
activities increase the students self
confidence and motivation the next
characteristic is learners identity and
ethnic group affiliation it was found in
a study that there's a complex
relationship between feelings of ethnic
affiliation and second language learners
mastery of pronunciation researchers
found that learners who had achieved a
high degree of accuracy in pronouncing
second language where sometimes
perceived as being less loyal to their
ethnic group than those whose second
language speech retain a strong foreign
accent these perceptions can affect
learners desire to master the second
language the following characteristics
is learner beliefs research indicates
that learner beliefs can be strong
mediating factors in their experience in
the classroom learners have different
beliefs when it comes to language
instruction and these beliefs and
preferences on instruction will
influence the way students learn new
material
last but not least age of acquisition
and the critical period hypothesis H of
acquisition is the age at which second
language learning begins the critical
period hypothesis proposes that there is
a time in human development when the
brain is predisposed for success in
language learning younger learners in
informal language learning environments
usually have more opportunities to hear
and use the language where they are not
pressured to speak fluently and
accurately from the very beginning their
imperfect efforts are often praised or
accepted all their learners are more
likely to be in situations where complex
language and complicated ideas are
expected their lack of mastery of the
language makes them feel embarrassed
these situations may affect their
motivation to use the second language
however older learners are more
efficient than younger learners by using
their metalinguistic knowledge memory
strategies and problem-solving skills
they make the most of second or foreign
language instruction in conclusion it is
important that language instructors take
into account all the individual
differences of their students and
accommodate their lessons for meeting
their students needs and preferences in
order to facilitate students language
learning I hope you have learned one or
two things about language learners if
you liked the video make sure to give it
a thumbs up thanks for watching
you
Browse More Related Video
![](https://i.ytimg.com/vi/iWGykOcgtH4/hq720.jpg)
Individual differences in SLA (aptitude, motivation, & anxiety in second language acquisition)
![](https://i.ytimg.com/vi/5M6S3vlv24U/hq720.jpg)
How to Actually Learn a Language as an Adult
![](https://i.ytimg.com/vi/63z3y8IdMdM/hq720.jpg)
Krashen's model of SECOND LANGUAGE ACQUISITION 2022 | the monitor model hypothesis | SLA | SLL | EFL
![](https://i.ytimg.com/vi/09PrmLppQ1A/hqdefault.jpg?sqp=-oaymwExCJADEOABSFryq4qpAyMIARUAAIhCGAHwAQH4Af4EgALgA4oCDAgAEAEYZSBVKD8wDw==&rs=AOn4CLA6bS2fOdWndptTTJjl_EFqA9gv4A)
Supporting English Language Learners in the Preschool Classroom
![](https://i.ytimg.com/vi/cotRA36mlbU/hq720.jpg?sqp=-oaymwEmCIAKENAF8quKqQMa8AEB-AHUBoAC4AOKAgwIABABGGUgZShlMA8=&rs=AOn4CLA8Ww0ytd_iVhZ90Ur-Fs_XmBYvcw)
The difference and similarities between first language and second language acquisition
![](https://i.ytimg.com/vi/pl6gxIi4itE/hqdefault.jpg?sqp=-oaymwEXCJADEOABSFryq4qpAwkIARUAAIhCGAE=&rs=AOn4CLDrxHtBQUzxbQ9GEw9H6xFcoz1uMQ)
1. Introduction
5.0 / 5 (0 votes)