Ict for presentation group 3

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INDIVIDUAL DIFFERENCES and CALL

By Group 3:

ü Zulkifli

ü Eka Margianti S

ü Miftahuljannah

ü Qori Aturrahmah

ü Dhony

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BACKGROUND

Objective : Investigating what factors on learners/students that may affect the Computer-Assisted Language Learning (CALL).

The factors have been studied on the basis of learner variables which are assumed to be affecting the language learning process. And further study observed which individual variables which should be considered most relevant in affecting language learning outcomes



PREVIOUS STUDIES ON RELATION BETWEEN INDIVIDUAL DIFFERENCES & LANGUAGE LEARNING

Two types of models of SLA to individual outcomes:

1. Models with independent learner variables

2. Models with interdependent learner variables



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a. The ‘Good Language-Learner’ model

b. Monitor Theory modelc. Brown and Fraser’s

frameworkd. Levin’s schematic model.

1.Models with independent learner variables

distinguishing between individual-related variables and other variables

These models include:

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a. Gardner’s educational modelb. Skehan’s model of influences

on language learningc. Spolsky’s model of second

language learning

2. Models with interdependent learner variables

assuming interrelationship between individual variables

These models include:

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The ‘Good Language-Learner’ Model

Consists of:

1. Three independent variables: Learner, Teaching, Context2. Two dependent variables: Learning, Outcome

“There is a direct link between each of the three ‘global’ independent variables and the learning variables.”

Theory:

How the independent variables and which particular sub-variables affect the learning variable remain unclear.

Weakness:


The ‘Good Language-Learner’ Model

MaterialsSyllabusMethodologyResources

Unconscious processes-Generalization-Transfer-SimplificationConscious processes- strategies

AgeIntelligenceAptitudeMotivationAttitudePersonalityCognitive Style

EFL/ESLOpportunities for useSocial Milieu

Proficiency-Listening- Speaking- Reading- WritingErrorsInter languageAffective reason

TEACHING

THE LEARNERS

THE CONTEXT

LEARNINGOUTCOME

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Monitor Theory Model (Krashen, 1978)

INPUT

Affective Filter

Cognitive Organizer

MONITOR

OUTPUT

Affective Filter

Self Confidence

Motivation

Attitude

NOTE: Affective filter may cause the quality of acquisition (output) to be higher or lower.



Weakness: How learner variables affect the learning outcomes remains unclear.

Variables : Affective filter (learner variable), input, cognitive organisers, and output.

Theory: “Affective filter, being a major source of variation, may cause the quality of acquisition (output) to be higher or lower.”



Brown & Fraser’s (1979) Framework

Situation

Scene Participants

Setting(bystanders,local, time)

Purpose(buying, lecturing,playing a game)

Individuals RelationshipBetweenIndividuals(shared knowledgepower)

IndividualQua individual(personality, attitude)

Individual asmember of asocial category(class, ethnicity)



Weakness: There is no clear concept of how factors within this framework interrelate and affect language use (production).

Variables: Scene, Participant, Language Choices This theory examines how individual situational (consists of Scene and Participant) variables affect language choices.



Levin’s (1977) Schematic Model

Weakness: It is unclear which input variables that lead to learners’ variation in output or how the different variables influence one another.

Variables: Input (learner variables) & Output

Theory focuses on describing individual differences in output, wherein input variables refer to those that differentiate learners in terms of traits, abilities, and prerequisites that are related to successful output-task performance.



Gardner’s (1979, 1985) Educational Model

SocialMilieu

Individual Differences Contexts Outcomes

CULTURAL BELIEFS

Intelligence

LanguageAptitude

Motivation

SituationalAnxiety

Formal Languagetraining

InformalLanguage

Experience

Linguistic

Non-Linguistic



These models highlight the interrelationship between variables (social, individual, and context variables) in influencing language learning outcomes.

Variables: social mile (cultural beliefs), individual differences, Second language acquisition contexts, and Outcomes.



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Skehan’s (1986, 1989) model of influences on language

learningImprovement from Naiman’s ‘Good Language-Learner’ model, however Sekhan highlights the importance of a joined-variables effect on language learning.




Expectation of bilingualismRelationship to target language communityAttitude to target languageSocial Class

Opportunities for TL use

Learning Outcome

The LearnerClassrooms

and materials

MaterialsSyllabusMethodology resources

Social Context



Weakness: This model does not clearly identify the role of individual learner related variables and how they relate to other variables.

Variables: Classroom and materials, Social Context, Opportunities for target language use, The Learner, Learning, and Outcomes.



Spolsky’s (1989) Model of Second Language Learning Variables: Social context, condition of learner, learning opportunities.This model examines individual differences resulting from 74 restricted conditions.

His model is based on 5 features:

• All aspects of second or foreign language learning were combined in a single theory.

• Restricted to the specific domain of second language learning and focused on individual differences.

• Eclecticism, in which a model of second or foreign language learning should be “open” to different conditions instead of being limited to a particular pattern or set of condition.

• Recognising “social context” as an important domain which affects learning outcomes.



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Two main clusters in Spolsky’s model:

1. Conditions of social context, i.e. conditions which influence learning in two ways.

2. Conditions of learners



Social context

Age Personality CapabilityPrevious

Knowledge

Learning Opportunitie

s(formal or

informal)

Linguistic

and

non

linguistic

outcomes

for the learners


INDIVIDUAL DIFFERENCES A

ge

AttitudesMotivation

Intelligence

Language aptitude

Previous knowledge

Familiarity with computers

Interaction with native-speakers of English

Language used for interaction with the community



Technology

Ict for presentation group 3