New Perspectives on Individual Differences in Language Learning and Teaching

2012 ◽  
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning And Teaching

scholarly journals Main Factors That Facilitate Second Language Learning With Learning and Teaching Experience

2021 ◽  
Vol 6 (4) ◽  
pp. 35
Author(s):  
Wenyi Li
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
Second Language Learning ◽  
Extrinsic Motivation ◽  
Teaching Experience ◽  
Individual Factors ◽  
Learning And Teaching ◽  
Negative Factor ◽  
Main Factors

There are many factors that influence and promote second language learning and this research examines how to promote second language learning and teaching by exploring three main individual factors, namely motivation, anxiety and enjoyment. By understanding students' extrinsic motivation, teachers can use rewards or foster a sense of responsibility in learners to stimulate their latent interest. Although anxiety is generally regarded as a negative factor in learning, it can be reduced and language learning facilitated by studying the mechanisms of anxiety. The opposite of anxiety is enjoyment, and teachers can find a rewarding and enjoyable way to encourage students to make progress. Second language learning can therefore be facilitated through a range of research into the three important individual differences in motivation, anxiety and enjoyment.

scholarly journals Individual Differences in Language Learning and Teaching: a Complex/Dynamic/Socio-Ecological/Holistic View

2021 ◽  
Author(s):  
Carol Griffiths ◽  
Adem Soruç
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Individual Difference ◽  
Small Scale ◽  
Complex Dynamic ◽  
Holistic View ◽  
Learning And Teaching ◽  
Theoretical Perspectives ◽  
The Individual ◽  
Teachers Perspectives

AbstractThis article begins by outlining the development of the individual difference concept, considering what should be included as an individual difference, and suggesting a definition. The authors then suggest 11 individual differences which occur regularly in the literature and which they have found to be salient features in their own classrooms. A brief overview of these 11 factors is provided, along with theoretical perspectives relevant to the individual differences issue. The article concludes with a small-scale investigation of teachers’ perspectives of the importance of individual differences in language learning. According to the results, teachers consider motivation and strategy use the most important variables, but that all 11 factors are at least somewhat important. This conclusion emphasizes the need for a holistic view of these complex/dynamic, socio-ecologically influenced phenomena.

scholarly journals Teaching Strategies from the Perspective of Learners’ Individual Factors

2015 ◽  
Vol 5 (4) ◽  
pp. 135
Author(s):  
Lili Zhao
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Detailed Analysis ◽  
Present Status ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Theoretical Background ◽  
Individual Factors ◽  
College English ◽  
Learning And Teaching

<p>Individual factors play a significant role in language teaching and learning. However, the phenomenon still exists that cognition and individual differences are separated from each other in college English teaching in China, which attaches too much importance to cognitive side of language learning while neglecting the functions of individual factors. The paper first gives a brief introduction about the present status of language teaching in China. And then the theoretical background of the study is proposed. Afterwards, a detailed analysis is given in this paper about the influences that individual factors bring about on language learning and teaching. Finally, some suggestions are put forward on how to reduce the negative aspects of learners’ individual factors to strengthen the positive teaching effects.</p>

Practitioners respond to Sarah Mercer's ‘Psychology for language learning: Spare a thought for the teacher’

2021 ◽  
pp. 1-4
Author(s):  
Robert Wood
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Learning Outcomes ◽  
Language Learner ◽  
Language Teachers ◽  
Language Teacher ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Compelling Argument ◽  
Considerable Research

Mercer (2018) makes a compelling argument for the urgent need to further research teacher psychology, focussing on language teachers. While there has been considerable research on language learner psychology and with considerable focus on individual differences (IDs), there have been comparatively few studies into language teacher psychology. Mercer (2018, p. 506) highlights that teachers are among the most important stake holders in the language learning and teaching process. Therefore, it is essential to understand the psychology of both learners and teachers to achieve the best learning outcomes.

Individual differences predict ERP signatures of second language learning of novel grammatical rules

2017 ◽  
Author(s):  
Emily S Nichols ◽  
Marc F Joanisse
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Language Learning ◽  
First Language ◽  
Event Related Potentials ◽  
Grammatical Gender ◽  
Grammatical Rule ◽  
Related Potentials ◽  
And Gender ◽  
Anterior Negativity

We investigated the extent to which second-language (L2) learning is influenced by the similarity of grammatical features in one’s first language (L1). We used event-related potentials to identify neural signatures of a novel grammatical rule - grammatical gender - in L1 English speakers. Of interest was whether individual differences in L2 proficiency and age of acquisition (AoA) influenced these effects. L2 and native speakers of French read French sentences that were grammatically correct, or contained either a grammatical gender or word order violation. Proficiency and AoA predicted Left Anterior Negativity amplitude, with structure violations driving the proficiency effect and gender violations driving the AoA effect. Proficiency, group, and AoA predicted P600 amplitude for gender violations but not structure violations. Different effects of grammatical gender and structure violations indicate that L2 speakers engage novel grammatical processes differently from L1 speakers and that this varies appreciably based on both AoA and proficiency.

Using Computer-Assisted Language Learning (CALL) materials in English as Second Language (ESL) classrooms: perspectives of teachers and students in United Arab Emirates

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Ramia DIRAR SHEHADEH MUSMAR
Keyword(s):  
Second Language ◽  
Language Learning ◽  
United Arab Emirates ◽  
Language Proficiency ◽  
English Language ◽  
Learning Technologies ◽  
Student Diversity ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching

Integrating scaffolding-learning technologies has been recognized for its potential to create intellectual and engaging classroom interactions. In the United Arab Emirates, having language teachers employ computers as a medium of new pedagogical instrument for teaching second languages generated the idea of Computer-Assisted Language Learning (CALL) as a medium of an innovative pedagogical instrument for facilitating and scaffolding language learning, with an aspiration that it will lead to improved English language attainment and better assessment results. This study aims at investigating the perspectives of students and teachers on the advantageous and disadvantageous impacts of CALL on learning and teaching English as a second language in one public school in the emirate of Abu Dhabi. The results show that CALL has a facilitating role in L2 classroom and that using CALL activities is advantageous in reducing English learning tension, boosting motivation, catering for student diversity, promoting self-directed language learning and scaffolding while learning English. The results additionally report that numerous aspects like time constraints, teachers’ unsatisfactory computer skills, insufficient computer facilities, and inflexible school courses undesirably affect the implementation of CALL in English classrooms. It is recommended that further studies should be undertaken to investigate the actual effect of CALL on students’ language proficiency. 

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