1. The Learner as Language Processor The Learner as a Social
Being Differences Between the Individual Learners VIEWS OF THE
LANGUAGE LEARNER 2. A learner is assumed as a language processor
because he/she has an ability concerning with the inner mental
mechanisms (the ability to learn, process, and store new language
knowledge). 1. THE LEARNER AS LANGUAGE PROCESSOR 3. 2. THE LEARNER
AS A SOCIAL BEING It is necessary to view the Second Language
Learner (SLL) as essentially a social being, taking part in
structured social networks and social practices. The learner as a
social being leads to concern with range of socially constructed
elements in learners identities and their relationship with
learning social class, power, ethnicity, and gender make their
appearance as potentially significant for SLL activities. 4. 3.
DIFFERENCES BETWEEN INDIVIDUAL LEARNERS Cognitive factors
Intelligence Language Aptitude Learning Strategy Affective factors
Language Attitudes Motivation (intrinsic & extrinsic) Language
Anxiety and Willingness to Communicate 5. COGNITIVE FACTORS: A.
INTELLIGENCE: Not very surprisingly perhaps, there is clear
evidence that second-language students who are above average on
formal measures of intelligence or general academic achievement
tend to do well in Second Language Learning (SLL), at least in
formal classroom setting. The learners who have above average
intelligence tend to be good in the L2. 6. Kinds of Intelligence 7.
Bodily-Kinesthetic: Potential to use ones whole body or parts of
the body to solve problems. Musical-Rhythmic: Gifted with the
ability to compose, sing, and or playing instrument(s), able to
recognize sounds, tones, and rhythm. Interpersonal: Having the
capacity to understand the intentions, motivations, and desires of
other people. Intrapersonal:. Having the ability to introspect and
self-reflect. Naturalistic: Able to recognize and use certain
features of the environment. 8. Logical-Mathematical: Having the
ability to interpret and calculate the effect of actions upon
objects or ideas and the relationship among them.
Linguistic-Verbal: Having the capacity to use words effectively,
whether orally or in writing. This intelligence includes the
ability to manipulate structure of language, the sounds of
language, the meanings of language, and the practical uses of
language. Visual-Spatial: Having the ability to visualize the world
with great accuracy, able to think in three dimensional terms and
can recreate an idea into a working visual model, that they will be
able to adapt and modify such a model to any physical construction,
able to create a mental map of a new territory providing a strong
sense of spatial awareness for where they are positioned in
relation to the world around them. 9. B. LANGUAGE APTITUDE:
Language aptitude is an ability or talent to learn the system of
language. Modern language aptitude test assesses a number of
sub-skills believed to be predictive of SLL success: (a) phonetic
coding ability; (b) grammatical sensitivity; (c) memory ability,
and (d) inductive language learning (language generalization)
ability. 10. C. LANGUAGE LEARNING STRATEGY: Language learning
strategy is the ways of learning the language. Dealing with the
questions such as: 11. Whats the best way to learn? What tools help
you to learn? What are your personal technigues for learning? Do
you learn better in a group or alone? 12. Examples of Different
Individual Learning Strategies: visual relying more on the sense of
sight and learn best through visual means (e.g., books, video,
charts, pictures). auditory preferring listening and speaking
activities (e.g., discussions, debates, audiotapes, role-plays,
lectures). 13. hands-on benefiting from doing projects, working
with objects and moving around. 14. A. LANGUAGE ATTITUDES: People
have attitudes/feelings/beliefs about language in general, their
language, and the language of other people: They may feel that an
unwritten language is not a real language; They may feel shame when
other people hear their language; or They may feel that the
national language is the best language expressing patriotism, the
best way to get a job, or the best chance at improving their
childrens future. AFFECTIVE FACTORS: 15. Attitudes cannot be
observed directly but are demonstrated through actual behavior for
example, how people treat speakers of other languages (avoidance,
approach), or in their desire (or not) to learn another language.
The attitudes of language learners towards the target language
(TL), play some parts in explaining success or lack of it. 16. B.
MOTIVATION: Motivation is an enthusiasm, a necessity, or a reason
for doing something. Motivation can be both intrinsic and/or
extrinsic. 17. C. LANGUAGE ANXIETY & WILLINGNESS TO
COMMUNICATE: Language anxiety is seen as a stable personality trait
referring to the tendency for an individual to react in a nervous
manner when speaking in the second language (SL). It is typified by
self-belittling, feelings of apprehension (fear that something
unpleasant is going to happen), and even bodily responses such as a
faster heartbeat, etc. 18. The anxious learner is less willing to
speak in class, or to join the target language speakers in formal
or informal interaction. Gardner and MacIntyre cite many studies
that suggest that language anxiety has a negative relationship with
learning success.
