Prepared By:

Edward Valcárcel Melgarejo

Docente de Educación en IdiomasUniversidad Nacional de San

Agustín de Arequipa

*Second Language

Acquisition

OBJECTIVES

1. Demonstrate an understanding of the

internal factors influencing the learning

process.

2. Integrate knowledge of second language

acquisition research and diverse cognitive

style.

* CHAPTER 2

INDIVIDUAL LEARNER

DIFFERENCES AND SECOND

LANGUAGE ACQUISITION

*THEMATIC NUCLEUS 1

INDIVIDUAL LEARNER

DIFFERENCES AND SECOND

LANGUAGE ACQUISITION

*Aspects of SLA

Influenced by Individual

Learner Factors

*Differences in age, learning style,

aptitude, motivation and personality

results in differences in the route along

which learners pass in SLA.

*These factors influence only the rate and

ultimate success of SLA.

*Identification and

Classification of Learner

Factors

*Personal Factors.

*General Factors.

*Personal Factors

*Group dynamics

Where the comparison results in an unsuccessful self-

image there may be debilitating or facilitating

anxiety. In the case of the former , learners may

reduce or abandon learning effort. In the case of the

latter, learners increase their efforts in order to

compare more favourably with other learners, and as

result learning is enhaced. Where the comparison

results in a successful self-image, the learners

experiences positive rewards and thus continues to

display effort, so learning is also enhaced.

*Individual Learning Techniques

*Attitudes to the teacher and Course materials

Some learners want the teacher to act as

informant, others praise teachers who are

logical, clear and systematic. Learners need to

feel sympathy for their teacher and also want him

or her to be predictable.

Learners also vary in their attitude to teaching

materials. In general adult learners dislike having

a coursebook imposed upon them in a rigid way.

They prefer a variety of materials

*General Factors

1.Age:

*Starting age does not affect the route of SLA.

*Starting age affects the rate of learning.

*Starting age determines the levels of accuracy achieved, particularly in pronunciation.

*Explaining the Effects

of Age

The Critical Period Hypothesis

*There is a period when language acquisition

takes place naturally and effortlessly.

*During this period the brain retains

plasticity, but with the onset of puberty this

plasticity begins to disappear.

2.Intelligence and Aptitude

*Aptitude: specific cognitive

qualities needed for SLA.

*Intelligence: general factor that

underlies our ability to master

and use a whole range of

academic skills.

3.Cognitive Style

4.Attitudes and Motivation

*Integrative motivation: identify with

the culture of the L2 group.

*Instrumental motivation: the learner’s

goals for learning the L2 are

functional.

5.Personality: extroversion and

introversion

*CONCLUSION

The good language learner will:

*be able to respond to the group dynamics of

the learning situation

*seek out all opportunities to use the target

language

*make maximun use of the opportunities

afforded to practise

*supplement the learning that derives fromdirect contact with speakers of the L2 withlearning derived from the use of studytechniques.

*possess sufficient analytic skills to perceive ,categorize and store the linguistic features ofthe L2, and also to monitor errors,

*possess a strong reason for learning the L2and also develop a strong task motivation.

*be prepared to experiment by taking risks.

*be capable of adapting to different learningconditions.