Assignment 1: Presentation
INDIVIDUAL DIFFERENCES AND CALL
By1.A. GHOZALI NURKALAM 2.NANA SUZANA3.DIAN FARIJANTI4.EROH MUNIROH
It has been indicated that individual differences play an important role in
language teaching and learning should not be neglected
MODELS OF SLA AND THEIR VARIABLES
INDIVIDUAL OUTCOMES
DISTINGUISHES BETWEEN INDIVIDUAL-RELATED VARIABLES AND OTHER
VARIABLESEg, social (environmental) variables,
contextual variablesAnd regards their effect as independent
Of one another(the ‘Good Language Learner model,
monitor theory model, framework and Levin’s schematic model)
ASSUMES AN INTERRELATIONSHIP
BETWEEN INDIVIDUAL VARIABLES
The ‘Good Language Learner’ model(proposed by Naiman et al (1978)
Three independent variables (teaching, learner, context & Two dependent variables (learning, outcomes)
TEACHING
THE LEARNERS THE LEARNERS
THE CONTEXT
MATERIALSSYLLABUSMETHODOLOGYRESOURCES
AGEINTELLIGENCEAPTITUDEMOTIVATIONATTITUDEPERSONALITYCOGNITIVE STYLE
EFL/ESLOPPORTUNITIES FOR USESOCIAL MILIEU
Unconscious processes-generalisation-transfer-simplification
Conscious processes-strategies
Proficiency-listening-speakin-reading-writingErrorsInterlanguageActive reasons
MONITOR THEORY
The monitor theory consists of five hypotheses.(Krashen et al)
(1)The acquisition-learning hypothesis(2)The natural order hypothesis(3)The monitor hypothesis(4)The input hypothesis(5)The affective filter hypothesis
The affective filter hypothesis is the most relevant as the source of learner-related output variation.
THE MONITOR THEORY
The affective filter is a major source of variation; the success of language learning varies depending on several factors embraced within the affective filter such as attitude, motivation, self-confidence and/or
anxiety this theory postulates that the affective filter may cause the quality of acquisition to be higher or lower
INPUT
CognitiveOrganisers
OUTPUT
MO NITOR
AffectiveFilter
BROWN AND FRASER’S FRAMEWORK (1979)
Scene
Purpose (eg, Buying,lecturing or playing a game
IndividualsSetting (eg Bystandars, locale and time
Participants
Indidual as member of a social category (eg, Class, ethnicity
Situation
Individual qua individual (eg, Personality, attitude
Relationship between individuals (eg, Shared knowledge, power
BROWN & FRASER’S FRAMEWORK
Examines how individual situational variables affect language choice
LEVIN’S SCHEMATIC MODELFOCUS INDIVIDUAL DIFFERENCES IN OUTPUTPROPOSES TWO MAJOR STAGES: DIAGNOSTIC & PRESCRIPTIVE
HIS MODEL FOCUSED TWO VARIABLES: INPUT & OUTPUT“Input variables refer to variables that differentiate
between learners in terms of the traits, abilities, and prerequisites that are related to successful output-
task performance” (Levin: 1977:29)
GARDNER’S EDUCATIONAL MODELGardner’s schematic representation of the theoretical model
Social milieu Individual differences Social milieu Social milieu
Intelligence
Language aptitude
Formal language training
Linguistic
Cultural bebief
Motivation
Situational anxiety
Informal language training
Nonlinguistic
Gardner’s operational formulation of the socio-educational model
integrativeness
Cultural belief
Nonlinguistic
Informal Attitude towards the learning situations
Language aptitude
motivationLinguistic
Formal
Skehan’s influences on language learning (1989)Classrooms and material The learner
Oppotunities for target language use Learning Outcome
Social context
MaterialSyllabusMethodologyResorces
Organisation -structuring -explicitivenessResponsiveness -appropriateness of pacing -individualisation -feedback provision
Access to NS -in class -out of classOpportunities for comunication language useOpportunities for negotiation
Expectation of bilingualismRelationship to target language communityAttitude to target languageSocial class
Conscious strategies
Unconscious strategies
IntelligenceAptitudeMotivationAttitudePersonalityCognitive style
ProficiencyErrors fossilisationAffective outcome
Spolky’s model of SLA
Leads to
which appear in the learner as
which joins with other personal chracteristics as
all of which explain the use the learner makes of the available
the interplay between learner and s situation determining
t
Social context
Previous knowledgeCapabilities
Social context
PersonalityAge
Motivation
Linguistic and non-linguistic outcomes for the learners
Learning opportunities
FIVE FEATURES OF SPOLSKY’S MODEL
1. Combining in a single theory all aspects of SL/FL learning unabashed immodesty.
2. A restriction to the specific domain of SL learning and focus on individual differences.
3. An assumption that “all many parts (variables) of the model apply to specific kind of learning, and that there is a close interaction among various parts (variables) of the model.
4. A spirit of eclectisism seems to underlie Spolsky’s model.5. The model recognises the importance and existence of ‘social
context’ as an important domain affecting learning outcomes.
INDIVIDUAL DIFFERENCES
AGE : older children (11-15) perform better in production of correct morphology and syntax, and younger children (6-10) possess better English pronunciation (Fathman: 1975). Krashen et al (1979) conclude that (1) adults proceed through early stages of syntactic and morphological development faster than children,(2) older children acquire faster than younger children, (3) acquirers who begin natural exposure to SL during childhood generally achieve higher SL proficiency than those beginning adults.
ATTITUDE: A student who has a negative attitude toward learning a target language is not normally, interested in following a lesson or program. Successful SL acquisition may depend on the attitude that a language learner brings to the situation (Henning: 1983). According to Randhawa and Korpan (1973), there are four classifications of attitude: (1) utilitarian, attitude related to usefulness of learning,(2) aestheticism, attitude related to the appreciation of the language, (3) tolerance, attitude reflecting an accepting attitude rather than any direct positive orientation toward learning, (4) specific factor, attitude related to specific, normally single item.
MOTIVATION:Motivation is the extent to which learners make choicec about (a) goal to pursue and (b) the effort they devote to that pursuit(Brown:1994)Three points to be noted : (1) the nature of the source of stimulation, (2) the strength of the intention of doing something to achieve a goal, (3) the nature of the goal or goals.INTELLIGENCE: IQ as a variable in language learning context is still worthwhile, but not a variable in isolation (Spolsky: 1989)LERNING APTITUDEPREVIOUS KNOWLEDGEFAMILIARITY WITH COMPUTERSINTERACTION WITH NATIVE SPEAKERS OF ENGLISHLANGUAGE USED FOR INTERACTION WITH COMMUNITY
CONCLUSION
Despite the fact that not all studies on the relationship between individual-related
variables and language learning achievement have revealed similar findings, the majority of studies indicate that these
variables significantly affect language learning achievement
THANK YOUDANK USUWUN
SYUKRONHATUR NUHUN TERIMAKASIH