Ch. 8 Individual differences in L2A 2011년 2학기 이중언어커뮤니케이션 담당교수: 홍우평

Intro Individual differences in L2A Social factors A number of psychological dimension of difference Affective factors Learner’s preferred ways of learning Etc. Focusing on 2 of the major dimensions Language aptitude motivation

Language aptitude Components of language aptitude (J. Carroll’s early work)f Phonemic coding ability: related to the ability to handle sound-symbol relationships Grammatical sensitivity: to recognize the grammatical functions of words in sentences Inductive language learning ability: to identify patterns of correspondence and relations between form and meaning Rote learning ability

Language aptitude Learners who score highly on language aptitude tests typically learn rapidly and achieve higher levels of L2 proficiency than learners who obtain low scores… Formal language test / more communicative language use 1950s/60s

Language aptitude From an SLA perspective How does language aptitude relate to the process of IL development? May different components of language aptitude be implicated in different stages of processing? Input processing Central processing Memory storage Speculative

Motivation Language aptitude: cognitive abilities that underlie successful L2A Motivation: the attitudes and affective states that influence the degree of effort to learn an L2

Motivation Instrumental Motivation Integrative Motivation To learn an L2 for some functional reason To pass an exam., to get a better job, to get a place at university, etc. Major force determining success in L2 learning in some learning contexts! Integrative Motivation Learners are interested in the people and culture represented by the target language E. speaking Canadians learning French May not be so important….: a case of Mexican women in California – more successful than those who were more integratively oriented

Motivation Resultative motivation Intrinsic motivation ‘Machiavellian motivation’ Resultative motivation It is also possible that motivation is the result of learning, not the cause of L2 achievement – helps to explain the conflict research results: Canada vs. California Intrinsic motivation Without distinct attitudes towards the target language group: foreign language learners (intrinsically motivated, curiosity)

Motivation Motivations is clearly a highly complex phenomena: 4 types should be seen as complementary rather than oppositional Learners can be both integratively & instrumentally motivated Motivation can result from learning as well as cause it Motivation is dynamic: varies from one moment to the next depending on the learning context/task

Learning strategies Learning strategies Can be behavioral Can be mental Typically problem-oriented Learners are generally aware of the strategies they use

Learning strategies Different kinds of learning strategies Cognitive strategies Analysis, synthesis, transformation of learning materials ‘recombination’ Metacognitive strategies Planning, monitoring, evaluating learning ‘selective attention’ Social/affective strategies The ways in which learners choose to interact with other speakers ‘questioning for clarification’

Learning strategies The study of learning strategies is of potential value to language teachers If those strategies that are crucial for learning can be identified, it may prove possible to train students to use them…