Individual Learner Differences and Accuracy in Foreign Language Pronunciation

The article presents results of an inquiry made among the students of English philology who learn German mostly as L3 in addition to English as L2 in a special translation program. The inquiry shows through many examples that English is a source both for complex positive transfer into German as well of interference. The answers of the students indicate the very important role of individual characteristics in the process of language learning. The author concludes that effective leaning of a foreign language requires the use of individual learner strategies and appropriate reference to knowledge both in the mother tongue and in other foreign languages.

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Utilization of the Hookword Method for the Learning of Polish Vocabulary

ITL - International Journal of Applied Linguistics ◽

10.1075/itl.85-86.07kel ◽

1989 ◽

Vol 85-86 ◽

pp. 123-142

Author(s):

Cem Kelly

Keyword(s):

Foreign Language ◽

Memory And Learning ◽

Individual Learner ◽

Learning Technique ◽

Keyword Method ◽

Material Constraints

The hookword method of learning foreign language vocabulary evolved by Paivio (1978) is far less widely known than the keyword method of Pressley and his associates and has been subject to very little experimentation. Furthermore, although intended as a rehearsal and learning technique to be used by any individual learner independently of a teacher and any material constraints, virtually no attempt has been made to implement it. Originally developed for the learning of French vocabulary, the system was adapted by the author for use with Polish. Following a description of the method, it is shown how this adaptation was accomplished. A number of positive and neutral observations are listed which were recorded over the twelve-month period in which it was employed; drawbacks of the method are then described and discussed. The overall experience was positive in so far as it gave insights into the potential of imagery as a memory and learning aid and in that it substantially augmented and reinforced the author's Polish lexis at no cost to any other activity.

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Differences In Native Language Skills Between Moreand Less-Proficient Foreign Language Learners

Toegepaste Taalwetenschap in Artikelen ◽

10.1075/ttwia.75.07cas ◽

2006 ◽

Vol 75 ◽

pp. 67-77

Author(s):

Tal Caspi

Keyword(s):

Foreign Language ◽

Language Learners ◽

Native Language ◽

Word Identification ◽

Language Skills ◽

Ongoing Debate ◽

Foreign Language Learners ◽

Learner Differences ◽

Linguistic Coding ◽

Foreign Language Achievement

This paper describes a study of native language (Dutch) word identification skills conducted in two groups of high school foreign language learners. The study focused on the differences between the groups with two main aims. The first was to examine the Linguistic Coding Difficulties Hypothesis (LCDH), a prevailing theory of individual learner differences allocating weaker foreign language achievement to weaker native language skills. The second aim was to determine the nature of these differences and inspect the claims that native language word identification skills differentiate weak and normal foreign language learners. This was done by investigating the effect of context on weak FL learners, who over-rely on context in compensation for weaker phonological and orthographical skills, according to the LCDH. In pursuing its aims, the study became involved in an ongoing debate surrounding the issue of native language reading.

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