學(xué)習(xí)者個(gè)體差異

IndividualLearnerDifferenceIndividualLearnerDifferenceContents

1.Introduction

2.Learnerdifferences3.Goodlanguagelearnerfeatures4.Learningstrategies5.Researches6.Conclusion

7.QuestionsofdiscussionContents1.IntroductionWemayfindthatinthesamesituation,peoplestilllearnwithdifferentresults.Partone:Introduction

Apartfromotherreasons,individuallearnerdifferencesmaybeanimportantaspecttoconsider.Theaimofthispartistoexaminetherelationshipbetweenthesefactorsandsecondlanguageacquisition.Wemayfindthatinthesames2.1TheaspectsofSLAinfluencedbyindividuallearnerdifferences2.2Theclassificationoflearnerfactors2.2.1Personalfactors2.2.2Generalfactors2.2.2.1Age2.2.2.2Languageaptitude2.2.2.3Cognitivestyle2.2.2.4Attitudesandmotivation2.2.2.5Personality2.3SummaryParttwo:Learnerdifferences2.1TheaspectsofSLAinfluen2.1TheaspectsofSLAinfluencedbyindividuallearnerdifferences●RouteofSLA●RateandtheultimatesuccessofSLA→influence→influenceThesecondaspectsisnotcontroversial;Thefirstoneiscontroversial,hasnotbeenseriouslyinvestigated.2.1TheaspectsofSLAinfluen2.2TheclassificationBecauseoftheuncertaintyandthefeatureofoverlappingbehaviors,sotheidentificationandclassificationofdifferentindividualfactorsaredifficult.2.2TheclassificationSkehan(1989)Dornyei(2005)Robinson(2002)1智力智力2語(yǔ)言學(xué)能語(yǔ)言學(xué)能語(yǔ)言學(xué)能3工作記憶(2002增加)工作記憶4動(dòng)機(jī)動(dòng)機(jī)動(dòng)機(jī)5語(yǔ)言學(xué)習(xí)策略語(yǔ)言學(xué)習(xí)策略6場(chǎng)獨(dú)立學(xué)習(xí)和認(rèn)知風(fēng)格7內(nèi)/外向性格性格8冒險(xiǎn)性交際意愿9焦慮性焦慮感焦慮感10學(xué)習(xí)者信念11自尊12創(chuàng)造力Therefore,insomeresearches,wemayfindthatitisdifficulttodefinesomeconcretebehaviorsorcharactersbelongedtosomefactors.Skehan(1989)Dornyei(2005)RobImoreagreewiththeclassificationbyEllis.LearnerindividualdifferencesPersonalfactorsGeneralfactorsImoreagreewiththeclassifiPersonalfactorsGroupdynamics

anxiety,competitiveness→bothhaveadvantagesand disadvantagesForms:comparewithothers;withhisownexpectation2.Attitudestotheteacherandcoursematerials

ATheteacher:space,ownlearningpaths;

structuretheirlearningtasks

BTeachingmaterials:preferavarietyofmaterials;likeagivencoursebook3.Individuallearningtechniques

ThoseinvolvedinThoseinvolvedin

studyingtheL2;obtainingL2input

PersonalfactorsGroupdynamicsGeneralfactorsCognitivestyleAttitudeandmotivationPersonality

IntelligenceandaptitudeAgeGeneralfactorsGeneralfactorsCognitiveAttitAgeTheeffectsofageAtherouteofSLA→theageofthelearnerdoesnotchangeBtherateandultimatesuccessofSLA→stronglybyinfluencedRate:

olderlearnersarebetterMostrapidly→adolescents(13-17)Agewasafactoronlywhenitcameto morphologyandsyntax.Success:thelongertimespentontheL2,themorerapidlynative-likeL2 proficiencybecomes.AgeTheeffectsofageRate:oldPatterns:StartingagedoesnotaffecttherouteofSLA;Startingageaffectstherateoflearning;Bothnumberofyearsofexposureandstartingageaffectthelevelsofsuccess.Patterns:StartingagedoesnotTheexplanationsoftheeffectsofageACriticalPeriodHypothesisBCognitiveexplanationsCAffectiveexplanationsTheexplanationsoftheefA.CriticalPeriodHypothesis●

Thereisaperiodwhenlanguageacquisitiontakesplacenaturallyandeffortlessly,butafteracertainagethebrainisnolongerabletoprocesslanguageinputinthisway.●Onlypartiallycorrect:

pronunciation;intermsofsuccess,notrateofSLA

PlasticityA.CriticalPeriodHypothesis●B.CognitiveexplanationsRosansky→Child:absenceofmeta-awareness,lack flexiblethinking,self-centered,hasnotdeveloped socialattitudestowardstheuseofonelanguage.

→Adult:cannotlearnaL2automatically andnaturally,hasstrongawareness,abstract thinkingaroundtheageofL2.B.CognitiveexplanationsRosC.Affectiveexplanations

Neufeld(1978):

Primary→functionalvocabulary,basicpronunciationandgrammaticalrules

Secondary→theabilitytohandlecomplexgrammaticalstructuresanddifferentlearningstylesItconcernsthedifferencesintheaffectivestatesofyoungandolderlearners.C.Affectiveexplanations

NeufLanguageaptitudeIntelligenceandaptitudeLanguageaptitudetestLanguageaptitudeIntelligenceIntelligenceandlanguageaptitudeIntelligence→thegeneralabilitytomasteracademicskillsAptitude→thespecificabilityalearnerhasforlearningaL2Intelligenceisonlypowerfulinaclassroomlearningsituationwhereformalteachingmethodologyisemployed.PeterSkehan(1998)proposesthatattitudeconsistsofthreecomponents:a.Auditoryability;b.Linguisticability;c.memoryIntelligenceandlanguageapti

LanguageaptitudetestTwolanguageaptitudetest:MLATModernLanguageAptitudeTest→byCarroll&

Sapon(1959)PLABPimsleur’sLanguageAptitudeBattery→ byPimsleur(1996)AnaptitudetestPhoneticcodingabilitymayincludeGrammaticalsensitivitybyCarroll(1965)InductivelearningabilityRotelearningabilityLanguageaptitudetestTw

CognitivestyleCognitivestylereferstothemannerinwhichpeopleperceive,conceptualize,organizeandrecallinformation.CognitivestyleCognitiveTypesofcognitivestyleField-dependenceField-independencemostfacilitateinnaturalisticofSLALeadtogreatersuccessinclassroomlearningMoreorientedtowardspeopleandsocialrelationships;communicativeskillsMetalinguisitcskillsBetteratrecallingsuchsocialinformationasconversationandrelationshipsMorelikelytodowellwithnumbersscienceandproblem-solvingtasksSeepatternsasawholeCanseetheinformationinpart認(rèn)知風(fēng)格分類表TypesofcognitivestyleField-Innaturalisticlearning,thegreatersocialskillsofthefield-dependentlearnerwillleadtomorefrequentcontactwithnativespeakersandsotomoreinput. Inclassroomlearning,thegreaterabilitytoanalyzetheformalrulesofthelanguagewillbeimportant.Reasons

InnaturalisticlearnAttitudesandmotivationThedefinitionsAttitudesandmotivationonSLAAttitudesandmotivationThedThedefinitionsofattitudesandmotivationThereisnoagreementaboutthedefinitionanddistinctionofattitudesandmotivation.ThedefinitionsofattitudesaScholarsAttitudesMotivationSchumann(1978)Asocialfactoronaparwithvariablessuchas“sizeoflearninggroup”Aneffectivefactoralongside“cultureshock”GarnderandLambert(1972)ThepersistenceshownbythelearnerinstrivingforagoalIntermsoftheL2learners’overallgoalororientationBrown(1981)ThesetofbeliefsthatthelearnerholdstowardsmembersofthetargetlanguagegroupandhisowncultureGlobalmotivationSituationalmotivationTaskmotivationInsummarySocialfactors;persistencegoal;situationalmotivationAffectivefactors;overallgoal;globalmotivation態(tài)度和動(dòng)機(jī)定義表Itisclearthatthereisnoagreementaboutwhatprecisely“motivation”or“attitudes”consistsof,noroftherelationshipbetweenthetwo.ScholarsAttitudesMotivationScAttitudesandmotivationonSLABasedonGardnerandLambert(1982):Integrativemotivation→morepowerfulin L2situation OccurswhenthelearnerwishestoidentifywiththecultureoftheL2groupInstrumentalmotivation→morepowerfulin foreignlanguagesituation Occurswhenthelearner’sgoalsforlearningtheL2arefunctionalMotivation

①AttitudestowardsthecommunityandpeoplewhospeaktheL2;②Attitudestowardslearningconcerned;③Attitudestowardslanguagesandlanguagelearningingeneral.AttitudesAttitudesandmotivationonSLTosumup:Motivationandattitudesareimportantfactors,which helptodeterminethelevelofproficiencyachievedbydifferentlearners;2.TheeffectsofM/Aappeartobeseparatefromtheeffectsofaptitude;3.Incertainsituations,anintegrativemotivationmaybemorepowerfulonSLA;butinothersituational,instrumentalmotivationsmaycountfarmore.4.Thelevelandtypeofmotivationisstronglyinfluencedbythesocialcontextinwhichlearningtakesplace.Tosumup:Motivationandattit

Personality

1.Extroversionandintroversion2.Socialskills3.EmpathyandinhibitionPersonality1.ExtroverExtroversionandintroversionIntroversionlearners→

developafullerandmore(Introverts) accurateunderstandingofthe languagestructurethantheextroverts.Extroversionlearners→

bewillingtousetheL2inthe(Extroverts) class;

→areeasiertomakecontact withotherusersoftheL2andtherefore willobtainmoreinput;→Theiroverallproficiency shoulddevelopmorequicklyandtoa higherlevelthanthatoftheirless activeclassmates.LearnerswhoareextrovertswillbebetterandfasterL2learners.Butthereisnoresultsshowasignificantrelationshipbetweenextroversion/introversionandproficiencyofSLA.ExtroversionandintroversionI

Socialskills

ItwasnotsomuchsocialskillswhichenabledthechildrentoobtainmoreinputastheabilitytomakemoreactiveuseoftheEnglishtheywereexposedtothatledtofastlearning.Socialskills IEmpathyandinhibitionEmpathy→referstopeople’swillingnessandabilitytoidentifywithothers. Theeasewithwhichlearnersareabletoempathizedependsontheflexibilityoftheiregoboundaries. SomepeoplearemoreflexibleandlessinhibitedthanothersandtheyfinditiseasiertoaccommodatetheidentitiesoftheL1andL2.Inhibition→whereinhibitionwereloweredby givinghissubjectsasmallamountofalcohol, thenegoboundariesbecomemoreflexibleand subjectsperformedbetteronpronunciationtests. Positive/NegativeEmpathyandinhibitionEmpaConclusion

ThereisnotaclearlydefinedeffectofpersonalityonSLA.Conclusion Thereisno

Summary

Noteasytostudy,resultsarenotsatisfying;Purpose→toseehowtheyaffectSLATherelationshipbetweenpersonalandgeneralfactorsSummary3.GoodlanguagelearnerfeaturesRobin(1975)cameupwiththesevenhypothesesaboutgoodlanguagelearners:①Thegoodlanguagelearnerisawillingandaccurateguesser;②Thegoodlanguagelearnerhasastrongdrivetocommunicate,ortolearnfromcommunication.Heiswillingtodomanythingstogethismessageacross;③Thegoodlanguagelearnerisnotinhibited.Heiswillingtomakemistakesinordertolearnandtocommunicate;④Inadditiontofocusingoncommunication,thegoodlanguagelearnerpreparetoattendtoform;⑤Thegoodlanguagelearnerpractices;⑥Thegoodlanguagelearnermonitorshisownandthespeechofothers;⑦Thegoodlanguagelearnerattendstomeaning.Heknowsthatinordertounderstandthemessageitisnotsufficienttopayattentiontothelanguageorthesurfaceformofspeech.3.Goodlanguagelearnerfeat4.Learningstrategies

LanguagelearningstrategyisanattempttodevelopL2competence. Therearethreetypesofstrategies.CognitivestrategyIfyoulookitupinadictionaryMetacognitivestrategyIfyoucomeacrossanewwordonyourreadingandfeelitsmeaningisimportantandyoumustlearnitSocial/affectivestrategyIfyouaskaroommateaboutit4.Learningstrategi4.1Cognitivestrategies Cognitivestrategiesaredirectlyrelatedtomeaning.Suchas,resourcing;translation;grouping;elaboration;inferencing;transfer,andsoon.4.1Cognitivestrategies Cogn4.2Metacognitivestrategies Metacognitivestrategieshavetodowithmanagingone’slearningactivities.Suchas,self-evaluation;self-monitoring. Thehigherproficiencystudentsaremorelikelytousemetacognitivestrategiesthanthelower-proficiencyonesandusethemefficientlyaswell.4.2Metacognitivestrategies 4.3Social/Affectivestrategies

Social/affectivestrategieshavetodowithhowonerelatestoothers.

Affectivestrategiesservetoregulateemotions,motivationsandattitudes.

Socialstrategiesincludetheactionswhichlearnerschoosetotakeinordertointeractwithotherlearnersandwithnativespeakers.4.3Social/Affectivestrategie4.4Someexamples①Takingriskswisely;②Rememberingnewlanguageinformationaccordingto