Beyond the Domain of Language - University of Wisconsinâ€“Madison

English 333: Beyond the domain of language

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Beyond the Domain of Beyond the Domain of LanguageLanguage

INDIVIDUAL DIFFERENCESINDIVIDUAL DIFFERENCESBeyond the Domain of LanguageBeyond the Domain of Language

What are Individual Differences?What are Individual Differences?

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What are Individual Differences?What are Individual Differences?

•• AgeAge•• AptitudeAptitude•• Cognitive and learning stylesCognitive and learning styles

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•• Cognitive and learning stylesCognitive and learning styles•• Language learning strategiesLanguage learning strategies•• MotivationMotivation

AgeAge

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•• Age on arrival in a new L2 communityAge on arrival in a new L2 community

•• Length of residence in the L2 Length of residence in the L2 communitycommunity

AptitudeAptitude

•• There is a specific talent for learning There is a specific talent for learning foreign languages.foreign languages.

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•• This talent is considerably different This talent is considerably different from one learner to another.from one learner to another.


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Cognitive and Learning StyleCognitive and Learning Style

•• Cognitive style is …Cognitive style is …•• a predisposition to process information in a a predisposition to process information in a

characteristic manner.characteristic manner.

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•• Learning style is …Learning style is …•• a typical preference for approaching a typical preference for approaching

learning in general.learning in general.

Language Learning StrategiesLanguage Learning Strategies

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•• Behaviors, actions, or thoughts which Behaviors, actions, or thoughts which learners use to make language learning learners use to make language learning

more successfulmore successful

MotivationMotivation

•• Motivation concerns the direction and Motivation concerns the direction and magnitude of human behavior, magnitude of human behavior, specifically …specifically …

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p yp y•• WhyWhy you decide on a particular actionyou decide on a particular action•• How longHow long you are willing to sustain the you are willing to sustain the

activityactivity•• How hardHow hard you pursue your goalyou pursue your goal

AptitudeAptitude

•• American psychologist J. B. Carroll started the American psychologist J. B. Carroll started the study of language learning aptitude.study of language learning aptitude.

•• He proposed four components of language He proposed four components of language

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learning aptitude:learning aptitude:•• Phonetic coding abilityPhonetic coding ability•• Grammatical sensitivityGrammatical sensitivity•• Rote learning abilityRote learning ability•• Inductive language learning abilityInductive language learning ability

Individual Differences and L2 Individual Differences and L2 Learning SuccessLearning Success

•• Aptitude and motivation combined Aptitude and motivation combined correlate at above 0.5 with second correlate at above 0.5 with second language learning success.language learning success.

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•• Correlations of cognitive/learning style Correlations of cognitive/learning style or learning strategies with second or learning strategies with second language learning success are much language learning success are much lower.lower.

APTITUDEAPTITUDEBeyond the Domain of LanguageBeyond the Domain of Language

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AptitudeAptitude

•• These four components are measured These four components are measured in the MLAT (Modern Language in the MLAT (Modern Language Aptitude Test)Aptitude Test)

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p )p )

• Carroll, J. B., & Sapon, S. (1959). The modern language aptitude test. San Antonio, TX: Psychological Corporation.

Sample Questions from the MLATSample Questions from the MLAT

•• Part I.Part I. Number LearningNumber Learning•• Part IIPart II Phonetic ScriptPhonetic Script

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•• Part II.Part II. Phonetic ScriptPhonetic Script•• Part III.Part III. Spelling CuesSpelling Cues•• Part IV.Part IV. Words In SentencesWords In Sentences•• Part V.Part V. Paired AssociatesPaired Associates


•• Part I.Part I. Number LearningNumber Learning

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•• You will hear some instructions read You will hear some instructions read aloud. The speaker will then teach you aloud. The speaker will then teach you some numbers some numbers


Part I.Part I. AnswersAnswers

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A.A. 3131B.B. 3333C.C. 22D.D. 2323


•• Part II of the MLAT is a test of your ability to Part II of the MLAT is a test of your ability to learn a system for writing English sounds learn a system for writing English sounds phonetically. First you will learn phonetic phonetically. First you will learn phonetic symbols for some common English soundssymbols for some common English sounds

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symbols for some common English sounds. symbols for some common English sounds. For each question, you will see a set of four For each question, you will see a set of four separate syllables. Each syllable is spelled separate syllables. Each syllable is spelled phonetically. A speaker will model the sounds phonetically. A speaker will model the sounds for you by pronouncing each of the four for you by pronouncing each of the four syllables in a set. Then the speaker will model syllables in a set. Then the speaker will model the sounds in the next set.the sounds in the next set.

Sample Questions from the MLATSample Questions from the MLAT•• After the speaker models the sounds in five sets, you will be After the speaker models the sounds in five sets, you will be

asked to look back at the first set.asked to look back at the first set. The speaker will go through The speaker will go through the groups again, but this time the speaker will say only one of the groups again, but this time the speaker will say only one of the 4 syllables in a set.the 4 syllables in a set. Your task is to select the syllable that Your task is to select the syllable that has a phonetic spelling that matches the syllable you heard.has a phonetic spelling that matches the syllable you heard. For For example, you would look at the first five sets.example, you would look at the first five sets. They would lookThey would look

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example, you would look at the first five sets.example, you would look at the first five sets. They would look They would look something like this …something like this …

1.1. bot but bok bukbot but bok buk2.2. bok buk bov bof bok buk bov bof 3.3. geet gut beet butgeet gut beet but4.4. beek beev but buvbeek beev but buv5.5. geeb geet buf butgeeb geet buf but


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Part II.Part II. AnswersAnswers

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1.1. bukbuk2.2. bokbok3.3. gutgut4.4. beevbeev5.5. geebgeeb


•• PART IIIPART III SPELLING CUESSPELLING CUES•• Each question below has a group of words. The Each question below has a group of words. The

word at the top of the group is not spelled in the word at the top of the group is not spelled in the usual way. Instead, it is spelled approximately as usual way. Instead, it is spelled approximately as

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y , p pp yy , p pp yit is pronounced. Your task is to recognize the it is pronounced. Your task is to recognize the disguised word from the spelling. In order to show disguised word from the spelling. In order to show that you recognize the disguised word, look for that you recognize the disguised word, look for one of the five words beneath it that corresponds one of the five words beneath it that corresponds most closely in meaningmost closely in meaning to the disguised word. to the disguised word. When you find this word or phrase, write down When you find this word or phrase, write down the letter that corresponds to your choice.the letter that corresponds to your choice.


1.1. klozkloz•• A. attireA. attire•• B nearbyB nearby

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•• B. nearbyB. nearby•• C. stickC. stick•• D. giantD. giant•• E. relativesE. relatives


2.2. restrntrestrnt•• A. foodA. food•• B selfB self controlcontrol

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•• B. selfB. self--controlcontrol•• C. sleepC. sleep•• D. space explorerD. space explorer•• E. drugE. drug


3.3. preznsprezns•• A. kingsA. kings•• B explanationsB explanations

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•• B. explanationsB. explanations•• C. datesC. dates•• D. giftsD. gifts•• E. forecastsE. forecasts


4.4. grbjgrbj•• A. car portA. car port•• B seizeB seize

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•• B. seizeB. seize•• C. boatC. boat•• D. boastD. boast•• E. wasteE. waste


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Part III.Part III. AnswersAnswers

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1.1. klozkloz A. attireA. attire2.2. restrntrestrnt A. foodA. food3.3. preznsprezns D. giftsD. gifts4.4. grbjgrbj E. wasteE. waste


•• PART IV. WORDS IN SENTENCESPART IV. WORDS IN SENTENCESIn each of the following questions, we will call the first In each of the following questions, we will call the first sentence the sentence the keykey sentence. One word in the sentence. One word in the keykey sentence sentence will be will be underlinedunderlined and PRINTED IN CAPITAL LETTERS. Your and PRINTED IN CAPITAL LETTERS. Your task is to select the letter of the word in the second task is to select the letter of the word in the second sentence that plays the same role in that sentence as thesentence that plays the same role in that sentence as the

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sentence that plays the same role in that sentence as the sentence that plays the same role in that sentence as the underlined word in the key sentence.underlined word in the key sentence.

Look at the following sample question:Look at the following sample question:

JOHNJOHN took a long walk in the woods.took a long walk in the woods.

ChildrenChildren in blue in blue jeansjeans were were singingsinging and and dancingdancing in the in the parkpark..A B C D EA B C D E


1. 1. MARYMARY is happy.is happy.

From theFrom the looklook on youron your faceface II can tellcan tell

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From the From the looklook on your on your faceface, , II can tell can tell A B CA B C

that you that you mustmust have had a bad have had a bad dayday..D ED E


2. We wanted to go out, 2. We wanted to go out, BUTBUT we were too tired.we were too tired.

BecauseBecause of our extensive training, of our extensive training, wewe were confidentwere confidentA BA B

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A BA Bwhenwhen we were out sailing, we were out sailing, yetyet we were always we were always

C DC Daware aware ofof the potential dangers of being on the lake.the potential dangers of being on the lake.

EE


3. John said 3. John said THATTHAT Jill liked chocolate.Jill liked chocolate.

InIn ourour classclass thatthat professor claimedprofessor claimed thatthat

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In In ourour class, class, thatthat professor claimed professor claimed thatthatA B CA B C

he knew he knew thatthat girl on girl on thethe television news.television news.D ED E


4. The officer gave me a 4. The officer gave me a TICKETTICKET!!

When she went away to When she went away to collegecollege, the, the

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yy gg ,,AA

young man’s young man’s daughterdaughter wrote wrote himhim the mostthe mostB CB C

beautiful beautiful letterletter that that hehe had ever received.had ever received.D ED E


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Part IV.Part IV. AnswersAnswers

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1.1. CC ‘I’‘I’2.2. DD ‘yet’‘yet’3.3. CC ‘that’‘that’4.4. DD ‘letter’‘letter’


•• PART V. PAIRED ASSOCIATESPART V. PAIRED ASSOCIATESYour task here is to Your task here is to MEMORIZEMEMORIZE the Mayathe Maya--English English vocabulary below.vocabulary below.

MayaMaya EnglishEnglish

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c?onc?on gungunsisi?? woodwoodkk??abab handhandkabkab juicejuicebatbat axaxpalpal sonson


1.1. batbat•• A. animalA. animal•• B stickB stick

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•• B. stickB. stick•• C. jumpC. jump•• D. axD. ax•• E. stoneE. stone


2.2. kabkab•• A. juiceA. juice•• B cartB cart

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•• B. cartB. cart•• C. cornC. corn•• D. toolD. tool•• E. runE. run


3.3. c?onc?on•• A. storyA. story•• B gunB gun

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•• B. gunB. gun•• C. eatC. eat•• D. mixD. mix•• E. birdE. bird


4.4. k?abk?ab•• A. roadA. road•• B treeB tree

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•• B. treeB. tree•• C. yellC. yell•• D. fishD. fish•• E. handE. hand


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5.5. si?si?•• A. lookA. look•• B yesB yes

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•• B. yesB. yes•• C. forgiveC. forgive•• D. cookD. cook•• E. woodE. wood


6.6. palpal•• A. chiefA. chief•• B sonB son

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•• B. sonB. son•• C. friendC. friend•• D. goldD. gold•• E. boatE. boat


Part V.Part V. AnswersAnswers1.1. D.D. axax22 AA juicejuice

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2.2. A.A. juicejuice3.3. B.B. gungun4.4. E.E. handhand5.5. E.E. woodwood6.6. B.B. sonson

Other Measures of AptitudeOther Measures of Aptitude• PLAB

• Pimsleur, P. (1966). Pimsleur language aptitude battery. New York: Harcourt, Brace and World.

• DLAB

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• Petersen, C., & Al-Haik, A. (1976). The development of the Defense Language Aptitude Battery. Educational and Psychological Measurement, 36, 369-380.

• CANAL-F• Grigorenko, E. L., Sternberg, R. J., & Ehrman, M. E. (2000).

A theory-based approach to the measurement of foreign language learning ability: The CANAL-F theory and test. Modern Language Journal, 84(3), 390-405.

Aptitude and AgeAptitude and Age

•• Johnson and Newport (1989) found …Johnson and Newport (1989) found …•• For immigrants who arrived in the USA For immigrants who arrived in the USA

younger than 17 years old, younger than 17 years old, age is strongly age is strongly

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y g y ,y g y , g g yg g ynegatively correlated with attained negatively correlated with attained proficiencyproficiency in English.in English.

•• For immigrants who arrived older than 18, For immigrants who arrived older than 18, there is there is no correlation between age on no correlation between age on arrival and proficiencyarrival and proficiency..

Aptitude and AgeAptitude and Age

•• DeKeyser (2000) found …DeKeyser (2000) found …•• For immigrants who arrived in the USA younger For immigrants who arrived in the USA younger

than 17 years old, there is than 17 years old, there is no correlationno correlation between between aptitude and attained proficiencyaptitude and attained proficiency

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aptitude and attained proficiency.aptitude and attained proficiency.•• For immigrants who arrived older than 17, there is For immigrants who arrived older than 17, there is

a correlation of 0.60a correlation of 0.60 between aptitude and between aptitude and proficiency.proficiency.

•• The few subjects who arrived in the US after the The few subjects who arrived in the US after the age of 17 and who achieved nativeage of 17 and who achieved native--like levels of like levels of English all have English all have high aptitude scoreshigh aptitude scores..


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AptitudeAptitude•• Aptitude has been poorly regarded among Aptitude has been poorly regarded among

language teachers because it has been language teachers because it has been perceived as antiperceived as anti--egalitarian.egalitarian.

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•• The bulk of language teaching materials have The bulk of language teaching materials have assumed that all learners are the same.assumed that all learners are the same.

•• But correlations of aptitude with second But correlations of aptitude with second language achievement range between 0.2 language achievement range between 0.2 and 0.4.and 0.4.

MOTIVATIONMOTIVATIONBeyond the Domain of LanguageBeyond the Domain of Language

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MotivationMotivation

•• Motivation concerns the direction and Motivation concerns the direction and magnitude of human behavior, magnitude of human behavior, specifically …specifically …

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p yp y•• WhyWhy you decide on a particular actionyou decide on a particular action•• How longHow long you are willing to sustain the you are willing to sustain the

activityactivity•• How hardHow hard you pursue your goalyou pursue your goal

Two Approaches to MotivationTwo Approaches to Motivation

•• The Canadian socialThe Canadian social--psychological psychological approachapproach•• Robert Gardner. (1985).Robert Gardner. (1985). Social psychologySocial psychology

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Robert Gardner. (1985). Robert Gardner. (1985). Social psychology Social psychology and second language learning: The role of and second language learning: The role of attitudes and motivationattitudes and motivation. London: Edward . London: Edward Arnold.Arnold.

•• The neurobiology of stimulus appraisalThe neurobiology of stimulus appraisal•• John Schumann. (1998). John Schumann. (1998). The neurobiology The neurobiology

of affect in languageof affect in language. Malden, MA: . Malden, MA: Blackwell.Blackwell.

The CanadianThe CanadianSocialSocial--Psychological ApproachPsychological Approach

•• Robert Gardner and his colleagues Robert Gardner and his colleagues found that Englishfound that English--Canadian attitudes Canadian attitudes toward Frenchtoward French--Canadians influenced Canadians influenced th i i l i F hth i i l i F h

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their success in learning French.their success in learning French.•• They assumed that learners’ attitudes They assumed that learners’ attitudes

fell into two broad categories:fell into two broad categories:•• IntegrativeIntegrative motivationmotivation•• InstrumentalInstrumental motivationmotivation


•• IntegrativeIntegrative motivationmotivation•• Reflects a positive disposition toward the Reflects a positive disposition toward the

L2 group and the desire to interact with L2 group and the desire to interact with d t b i il t l dd t b i il t l d

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and even to become similar to valued and even to become similar to valued members of that community. members of that community.

•• InstrumentalInstrumental motivationmotivation•• Is primarily associated with the potential Is primarily associated with the potential

pragmatic gains of L2 proficiency, such as pragmatic gains of L2 proficiency, such as getting a better job or a higher salary.getting a better job or a higher salary.


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•• Gardner’s method:Gardner’s method:•• The The Attitude/Motivation Test BatteryAttitude/Motivation Test Battery

(A/MTB) was published in(A/MTB) was published in

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( / ) p( / ) p•• Gardner, R. C. (1985). Gardner, R. C. (1985). Social psychology and Social psychology and

second language learning: The role of attitudes second language learning: The role of attitudes and motivationand motivation. London: Edward Arnold.. London: Edward Arnold.

The The Attitude/Motivation Test Attitude/Motivation Test BatteryBattery (A/MTB) Measures(A/MTB) Measures

•• Desire to learn FrenchDesire to learn French•• Motivational intensityMotivational intensity•• Attitudes toward Attitudes toward

learning Frenchlearning French

•• Interest in foreign Interest in foreign languageslanguages

•• IntegrativeIntegrative orientationorientation•• InstrumentalInstrumental orientationorientation

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learning Frenchlearning French•• Attitudes toward French Attitudes toward French

CanadiansCanadians•• Attitudes toward Attitudes toward

European French peopleEuropean French people

•• InstrumentalInstrumental orientationorientation•• Orientation indexOrientation index•• My French teacherMy French teacher•• My French courseMy French course•• French class anxietyFrench class anxiety•• Parental Parental

encouragementencouragement

Desire to Learn FrenchDesire to Learn French

During French class, I would like:During French class, I would like:

a)a) to have a combination of French andto have a combination of French and

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a)a) to have a combination of French and to have a combination of French and English spoken.English spoken.

b)b) to have as much English as possible to have as much English as possible spoken.spoken.

c)c) to have only French spoken.to have only French spoken.

Motivational IntensityMotivational Intensity

I actively think about what I have learned I actively think about what I have learned in my French class:in my French class:

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a)a) very frequently.very frequently.b)b) hardly ever.hardly ever.c)c) once in a while.once in a while.

Attitudes toward Learning Attitudes toward Learning FrenchFrench

•• French is an important part of the school programme.French is an important part of the school programme.

•• When I leave school I shall give up the study ofWhen I leave school I shall give up the study of

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•• When I leave school, I shall give up the study of When I leave school, I shall give up the study of French entirely because I am not interested in it.French entirely because I am not interested in it.

Strongly Disagree

Moderately Disagree

Slightly Disagree Neutral Slightly

AgreeModerately

AgreeStrongly

Agree

Attitudes toward French Attitudes toward French SpeakersSpeakers

•• French Canadians are a very sociable, French Canadians are a very sociable, warmwarm--hearted and creative peoplehearted and creative people

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warmwarm hearted and creative people.hearted and creative people.

•• The European French are considerate of The European French are considerate of the feelings of others.the feelings of others.


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Interest in Foreign LanguagesInterest in Foreign Languages

•• If I were visiting a foreign country I would like to be If I were visiting a foreign country I would like to be able to speak the language of the people.able to speak the language of the people.

•• Even though Canada is relatively far from countriesEven though Canada is relatively far from countries

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•• Even though Canada is relatively far from countries Even though Canada is relatively far from countries speaking other languages, it is important for speaking other languages, it is important for Canadians to learn foreign languages.Canadians to learn foreign languages.

•• I wish I could speak another language perfectly.I wish I could speak another language perfectly.

IntegrativeIntegrative or or InstrumentalInstrumentalOrientationOrientation

•• Studying French can be important to Studying French can be important to me because it will allow me to be more me because it will allow me to be more at ease with fellow Canadians who at ease with fellow Canadians who

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speak French.speak French.

•• Studying French can be important for Studying French can be important for me only because I’ll need it for my me only because I’ll need it for my future career.future career.

Teacher and CourseTeacher and Course

MY FRENCH TEACHERMY FRENCH TEACHERefficient ___:___:___:___:___:___:___ inefficientefficient ___:___:___:___:___:___:___ inefficientinsensitive ___:___:___:___:___:___:___ sensitiveinsensitive ___:___:___:___:___:___:___ sensitive

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••••

MY FRENCH COURSEMY FRENCH COURSEmeaningful ___:___:___:___:___:___:___ meaninglessmeaningful ___:___:___:___:___:___:___ meaningless

interesting ___:___:___:___:___:___:___ boringinteresting ___:___:___:___:___:___:___ boring

Anxiety and EncouragementAnxiety and Encouragement

French Class AnxietyFrench Class AnxietyIt embarrasses me to volunteer answers It embarrasses me to volunteer answers

in our French classin our French class

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in our French class.in our French class.••

Parental EncouragementParental EncouragementMy parents try to help me with my My parents try to help me with my

French.French.

The Social Psychological Model of The Social Psychological Model of Second Language LearningSecond Language Learning

Proposed by Robert GardnerProposed by Robert Gardner

CulturalBeliefs

Integrativeness

Motivation

Formal

AttitudesToward

theLearningSituation

LanguageAptitude

Informal

Linguistic

Non-linguistic


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John Schumann’sJohn Schumann’sTheory of Stimulus AppraisalTheory of Stimulus Appraisal

•• Throughout their lifetimes, individuals accrue Throughout their lifetimes, individuals accrue idiosyncratic preferences and aversions which lead idiosyncratic preferences and aversions which lead them to like certain things and dislike others.them to like certain things and dislike others.

•• Appraisal systems are based in neurobiology andAppraisal systems are based in neurobiology and

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•• Appraisal systems are based in neurobiology and Appraisal systems are based in neurobiology and they appraise current stimuli according to the they appraise current stimuli according to the accrued history of an individual’s preferences and accrued history of an individual’s preferences and aversions.aversions.

•• The appraisal system guides SLA. It appraises the The appraisal system guides SLA. It appraises the teacher, method, and syllabus, as well as the teacher, method, and syllabus, as well as the target language, its speakers, and their culture.target language, its speakers, and their culture.

Categories Categories of Stimulus Appraisalof Stimulus Appraisal

1.1. NoveltyNovelty•• Did you expect this situation to occur?Did you expect this situation to occur?

2.2. Intrinsic pleasantnessIntrinsic pleasantness•• Did you find the event pleasant of unpleasant?Did you find the event pleasant of unpleasant?

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y p py p p3.3. Goal/need significanceGoal/need significance

•• Did the event help or hinder your progress?Did the event help or hinder your progress?4.4. Coping potentialCoping potential

•• Were you able to cope with the event and is Were you able to cope with the event and is consequences?consequences?

5.5. Compatibility with Compatibility with ownown and and socialsocial standardsstandards•• Did you judge the event proper/improper? How would your Did you judge the event proper/improper? How would your

friends judge it?friends judge it?

The Neural MechanismThe Neural Mechanism

•• The amygdalaThe amygdala•• The orbitofrontal cortexThe orbitofrontal cortex•• The body properThe body proper

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•• The body properThe body proper

•• The amygdala and orbitofrontal cortex The amygdala and orbitofrontal cortex generate stimulus appraisals that generate stimulus appraisals that contribute to cognition (decision contribute to cognition (decision making).making).

The orbitofrontal cortex

Stimulus AppraisalStimulus Appraisalin Learner Biographiesin Learner Biographies

•• Eva Hoffman. (1989). Eva Hoffman. (1989). Lost in translation: A Lost in translation: A life in a new languagelife in a new language. New York: Penguin . New York: Penguin Books.Books.

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•• Alice Kaplan. (1993). Alice Kaplan. (1993). French lessons: A French lessons: A memoirmemoir. Chicago: University of Chicago Press.. Chicago: University of Chicago Press.

•• Richard Watson. (1995). Richard Watson. (1995). The philosopher’s The philosopher’s demise: Learning Frenchdemise: Learning French. Columbia, MO: . Columbia, MO: University of Missouri Press.University of Missouri Press.


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•• Alice Kaplan. (1993). Alice Kaplan. (1993). French lessons: A French lessons: A memoirmemoir. Chicago: . Chicago: University of University of Chicago Press.Chicago Press.


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•• Eva Hoffman. Eva Hoffman. (1989). (1989). Lost in Lost in translation: A life in translation: A life in a new languagea new language. . New York: Penguin New York: Penguin Books.Books.


•• Richard Watson. Richard Watson.

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(1995). (1995). The The philosopher’s philosopher’s demise: Learning demise: Learning FrenchFrench. Columbia, . Columbia, MO: University of MO: University of Missouri Press.Missouri Press.


•• NoveltyNovelty•• Did the author expect this situation to occur?Did the author expect this situation to occur?

•• Intrinsic pleasantnessIntrinsic pleasantness•• Did the author find the event pleasant of unpleasant?Did the author find the event pleasant of unpleasant?

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p pp p•• Goal/need significanceGoal/need significance

•• Did the event help or hinder Did the event help or hinder the the author’s progress?author’s progress?•• Coping potentialCoping potential

•• Was the author able to cope with the event and is Was the author able to cope with the event and is consequences?consequences?

•• Compatibility with Compatibility with ownown and and socialsocial standardsstandards•• Did the author judge the event proper/improper? How did Did the author judge the event proper/improper? How did

their friends judge it?their friends judge it?

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Beyond the Domain of Language - University of Wisconsinâ€“Madison