Individual differences in adult foreign language learning

The learning ability of a foreign language means the tendency people present when studying a second language. It is already accepted abroad that the learning capacity of a foreign language is one of the factors to predict the individual differences of the language learning results. Working memory is the important concept of cognitive psychology, and has great influence on many aspects of language learning (vocabulary acquisition, language understanding, language performance, reading comprehension and so on). So working memory is regarded as the important element of learning ability of a foreign language. As to the research at home so far, the concentration has been purely on academic reasoning as well as the introduction to research abroad during a selected period. The author of the paper is, having experimented with the psychological research mode, trying to analyze the individual differences in the foreign language learning because of their working memory which affects their vocabulary acquisition.

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Cechy użytkowników języków obcych sprzyjające interkomunikacji (komunikacji w językach pokrewnych)

Neofilolog ◽

10.14746/n.2017.48.1.09 ◽

2017 ◽

pp. 143-157

Author(s):

Anna Grabowska

Keyword(s):

Individual Differences ◽

Foreign Language ◽

Language Learning ◽

Language Teaching ◽

Foreign Language Learning ◽

Language Education ◽

Individual Characteristics ◽

Foreign Language Teaching ◽

Final Part

The article reflects on individual differences of foreign language users from the standpoint of polylingual communication in two related languages (intercommunication), on the basis of the work of Paolo Balboni on intercomprehension, intercommunication and useful approaches to foreign language learning. The author attempts to elaborate a list of individual characteristics which facilitate intercommunication (a conversation in which the participants speak different, but related languages). The discussion relates to features presented by selected authors in the field of foreign language teaching, the European documents on language education (CEFR and FREPA) and to psycholinguistics. The final part describes the characteristics which favour intercommunication.

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Individual Differences in Second and Foreign Language Learning

10.1007/springerreference_59996 ◽

2011 ◽

Keyword(s):

Individual Differences ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning

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Attitude and Motivation in Learning a Local Language

Theory and Practice in Language Studies ◽

10.17507/tpls.0801.14 ◽

2018 ◽

Vol 8 (1) ◽

pp. 105 ◽

Cited By ~ 1

Author(s):

Mulyanto Widodo ◽

Farida Ariyani ◽

Ag. Bambang Setiyadi

Keyword(s):

Elementary School ◽

Second Language ◽

Individual Differences ◽

Foreign Language ◽

Language Learning ◽

Foreign Language Learning ◽

Learning Motivation ◽

Local Language ◽

Language Learning Motivation ◽

Attitude And Motivation

Some studies have been conducted to relate motivation with second /foreign language learning. Belmechri and Hummel (1988) introduced intensity and desire in exploring motivation in the acquisition of a second language. In some studies motivation was classified into integrative and instrumental (Gardner and Lambert, 1972; Ely, 1986; Oxford and Shearin, 1994; and Sung and Padila, 1998), while some other studies motivation was classified into extrinsic and intrinsic (Dornyei (1994; Ramage, 1990; and Noels et al. 1999). Unlike the concept of motivation introduced by Oller et al.(1977 and Spolsky ( 1969), who did not separate attitude from motivation in language learning motivation in language learning in the study is separated from attitude. This study attempted to investigate how individual differences with regard to attitude and motivation are correlated in language learning. The participants in this study consisted of 75 students of a university in Indonesia who have been learning Lampungese language, a local language, since Elementary School. The data of attitude and motivation, which were collected through questionnaires, were analyzed by undertaking correlation analyses. The findings show that attitude and motivation was significantly correlated. The pedagogical implications were also provided in this study.

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