Individual Differences in L2 Acquisition

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Individual Differences in L2 Acquisition

Introduction to Second Language Acquisition


Group 8

• Ahmad Hafidzul M. 2201411108• Betari Irma Ghasani 2201411113• Mediana Noor 2201411115• Tuti Umi Latifah 2201411118


Psychological Dimension of

Difference

Language Aptitude Motivation


Language Aptitude

• People differ in the extent to which they process a natural ability for learning an L2.

• It is believed to be in part related to general intelligence but also to be in part distinct


• Components of language aptitude by John Carroll

• The ability to identify the sounds of a foreign language so that they can be remembered later

Phonemic coding ability

• The ability to recognize the grammatical functions of words in sentences

Grammatical sensitivity


• The ability to identify patterns of correspondence and relations between form and meaning

Inductive language learning ability

• The ability to form and remember associations between stimuli.

Rote learning ability


How does language aptitude relate to the

processes of interlanguage development?


Different language aptitude may be implicated in different stages of process

Phonemic coding ability would seem relevant to the processsing of input, grammatical sensitivity and inductive language learning ability to the central processing stages involving interlanguage construction, and memory to the storage and access of language.


Motivation

• It involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2.

• It can result from learning as well as cause it.

• It is dynamic in nature; it is not something that varies from one moment to the next depending on the learning context or task.


motivation

instrumental

integrative

resultative

intrinsic


Instrumental motivation

• Including some functional reason – to pass an examination, to get a better job, or to get a place at university

• In some learning contexts, it seems to be the major force determining success in L2 learning.


Integrative motivation

• Including interest in the people and culture represented by the target language

• In some learning contexts, it does not seems to be important


Resultative motivation

• It is as the result of learning• Learners who experience success in learning

may become more, or in some contexts, less motivated to learn


Intrinsic motivation

• It involves the aousal and maintenance of curiosity and can ebb and flow as a result of such factors as learners’ particular interests and the extent to which they feel personally involved in learning activities


Learning Strategies

• They are the particular approaches or techniques that learners employ to try to learn an L2.

• They can be behavioural or they can be mental

• They are typically problem-oriented


• Different kinds of learning strategies : Cognitive strategies

Those that are involved in the analysis, synthesis , or transformation of learning materials

Metacognitive strategiesThose that are involved in planning, monitoring, and evaluating learning

Socio / affective strategiesThey concern the ways in which learners choose to interact with other speakers.


• Differents aspects of L2 learning

Functional practice : It aids the development of communicative skills.

Formal practice : It contributes to the development of linguistic competence.


References

• Ellis, Rod. 1997. Second Language Acquisition. Oxford : Oxford University Press


Thank You!

Individual Differences in L2 Acquisition

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