scholarly journals Book Review: Exploring the Interface Between Individual Difference Variables and the Knowledge of Second Language Grammar

2021 ◽  
Vol 12 ◽  
Author(s):  
Longyang Wang
Keyword(s):  
Second Language ◽  
Individual Difference ◽  
Individual Difference Variables

Second Language Research on Individual Differences

1992 ◽  
Vol 13 ◽  
pp. 188-205 ◽  
Author(s):  
Rebecca L. Oxford ◽  
Madeline Ehrman
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Learning Styles ◽  
Language Learning ◽  
Individual Difference ◽  
Tolerance Of Ambiguity ◽  
Individual Difference Variables ◽  
Language Research ◽  
Excellent Teachers ◽  
And Gender

To provide the most effective instruction possible, teachers of a second language (L2) should learn to identify and comprehend significant individual differences in their students. Many excellent teachers have learned to do some of this intuitively, but explicit understanding of individual-difference dimensions can enhance the work of all teachers. Among the most important such variations are differences associated with nine factors: aptitude, motivation, anxiety, selfesteem, tolerance of ambiguity, risk-taking, language learning styles, age, and gender. All of these variables and many more have been shown to be related to L2 learning in various ways. In fact, Gradman and Hanania (1991) identify 22 individual-difference variables that can affect success in learning a new language.

Individual Difference Variables as Predictors of Error during Multitasking

2007 ◽  
Author(s):  
Elizabeth M. Oberlander ◽  
Frederick L. Oswald ◽  
David Z. Hambrick ◽  
L. Andrew Jones
Keyword(s):  
Individual Difference ◽  
Individual Difference Variables

Experiencing Instigations and Trait Aggression Contribute to Harsh Parenting Behaviors

2016 ◽  
Author(s):  
Randy J. McCarthy
Keyword(s):  
Individual Difference ◽  
Parenting Behaviors ◽  
Situational Factors ◽  
Harsh Parenting ◽  
Total N ◽  
Individual Difference Variables ◽  
Trait Aggression ◽  
Reported Study

Three studies (total N = 1,777 parents) examined whether harsh parenting behaviors would increase when parents experienced an instigation and whether this increase would be especially pronounced for parents who were high in trait aggression. These predictions were tested both when parents’ experience of an instigation was manipulated (Studies 1 and 2) and when parents’ perceptions of their child’s instigating behavior was reported (Study 3). Further, these predictions were tested across a variety of measures of parents’ harsh behaviors: (1) Asking parents to report their likelihood of behaving harshly (Study 1); (2) using proxy tasks for parents’ inclinations to behave harshly (Study 2); and (3) having parents report their past child-directed behaviors, some of which were harsh (Study 3). Both child instigations and parents’ trait aggression were consistently associated with parents’ child-directed harsh behaviors. However, parents’ trait aggression only moderated the extent to which the instigation was associated with their harsh parenting for self-reported physical harsh behaviors (Study 1). The results of the current studies demonstrate that both situational factors, such as experiencing an instigation, and individual difference variables, such as trait aggression, affect parents’ likelihood to exhibit harsh behaviors, but found little evidence these factors interact.

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