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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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)

9. 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

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

11. 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’

12. 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…