factorsaffectingsecondlanguagelearning-100521040201-phpapp02

7/28/2019 factorsaffectingsecondlanguagelearning-100521040201-phpapp02

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FACTORS AFFECTINGL2 LEARNING


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Introduction

We use our own experience and researchfindings when evaluating success in theacquisition of L2

All normal children are successful in theacquisition of L1, given a normal upbringing.However, rate of development varies

widely among L1 learners


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Introduction In L2 learning, some learners neverbecome native like, make slow progress butsome learners progress rapidly through

certain stages of learning Characteristics contributing to successful

language learning can be classified intofive main categories: motivation, aptitude,

personality, intelligence and learnerpreferences


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Research on learner

characteristicsSteps followed by researchers when tryingto find out the effect of any personalityfactor on L2 learning:

1. Selecting a group of learners2. Giving a questionnaire to them to measure

the degree of the personality factor

3. Giving a test to them to measure their L2proficiency


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Steps followed by researchers whentrying to find out the effect of any

personality factor on L2 learning4. Scoring the test and the questionnaire

5. Finding a correlation on two measures

Researchers want to see whether learnerswith high scores on the proficiency testare also more likely to have high scores on

the personality factor questionnaire


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Difficulties with the

procedure1. Observing and measuring qualitieslike motivation, extroversion or

even intelligence is not possible2. Various researchers use the same

labels to describe different sets of

behavioral traits


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Motivation and Success in

L2 LearningWhat is the problem in motivationquestionnaires? (p.51)

What is the relationship between level of

motivation and success in SLL?Are learners with higher level of motivation

more successful than those with lowermotivation?

Do highly motivated students performbetter on a proficiency test than thosewith much less motivation?


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Motivation and Success

in L2 LearningDo language proficiency tests used in differentstudies measure the same kind of knowledge?

Do learners become successful because of their

motivation?Does early success increase learners

motivation?Are both success and motivation affected by

special attitude for language learning orfavorable learning context


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IntelligenceMany studies using IQ tests and differentmethods of assessing LL have found thatIQ scores are a good means of predicting

how successful a learner is

Measures of intelligence may be morestrongly related to certain kinds of L2abilities than to others


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Intelligence What happened in a study withFrench immersion students in

Canada?(Intelligence is related to the

development of L2 reading, grammar,

vocabulary but unrelated to oralproductive skills


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IntelligenceIntelligence may be a strong factorwhen it comes to learning in terms of

linguistic analysis and grammaticalrules. However, intelligence plays aminor role in classrooms with morefocus on communication andinteraction


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AptitudeWho is CJ? Does he have a special aptitudefor LL? (p.53)

Is learning quickly an important feature ofaptitude?

What are the most widely used aptitudetests?

What view are MLAT and PLAB based on?


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AptitudeWhat is the effect of communicativeapproach to teaching in terms ofaptitude?

What happened in a Canadian languageprogram?

What is the advantage of knowing the

aptitude profile of learners?


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PersonalityIs success in LL correlated withextroversion?

Do successful learners get high scores on

measures of extroversion?Does inhibition affect progress in LL?What did Alexander Guiora and his

colleagues do?


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PersonalityWhat other personality characteristicshave been studied?

What is the main difficulty inresearching personality

characteristics?


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Motivation and attitudesAre positive attitudes and motivationrelated to success in L2 learning?

Can the research indicate truely howmotivation is related to learning?

Are learners more highly motivated becausethey are successful or are they successful

because they are highly motivated?


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Motivation and attitudesMotivation can be defined in terms oftwo factors:

1. Learners communicative needs

2. Learners attitudes towards the

second language community


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Types of Motivation1. Integrative motivation(language learning for personal growth

and cultural enrichment)2. Instrumental motivation

(language learning for more immediate

or practical goals)


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Motivation and attitudesAre integrative and instrumental motivationrelated to success in L2 learning?

How can learning L2 be a source ofenrichment or a source of resentment?

Is motivation affected by the social dynamicor power relationship between the

languages?


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Motivation in the

classroom settingWays of increasing studentsmotivation in the classroom:

1. Varying the activities, tasks andmaterials

2. Using cooperative rather than

competitive goals


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Learners preferences1. Visual Learners2. Aural Learners

3. Kinaesthetic Learners4. Field independent and field

dependent learners


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Learners beliefsAll learners have strong beliefs andopinions about how instruction shouldbe delivered

Learners preferences for learninginfluence the kinds of strategies

they choose to learn new material.


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Learner beliefsTeachers can use this information tohelp learners expand their repertoire

of learning strategies and thusdevelop greater flexibility in theirways of approaching languagelearning.

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