1. Individual Factors Affecting Language Learning

2.  Intelligence  Aptitude  Learning Styles  Personality  Motivation  Left and Right Brain  Field Dependence/Independence  Learning Strategies  Roles

3.  Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.  Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.  Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

4.  Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.  Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.  Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.  Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

5.  Language aptitude test  http://www.2lti.com/htm/Test_cb_mlat.htm# 13.1 http://www.2lti.com/htm/Test_cb_mlat.htm# 13.1

6.  Logical  Visual  Social  Physical  Aural  Verbal  Solitary  http://www.learning-styles-online.com/inventory/ http://www.learning-styles-online.com/inventory/

7.  Myers-Briggs http://www.cpp.com/images/reports/smp26114 5.pdf Taylor-Johnson Temperament Analysis (T- JTA) http://www.tjta.com/

8. IntrinsicExtrinsicIntegrative L2 learner wished to integrate with the L2 culture (marriage) Someone else wishes the L2 learner to know the L2 for integrative reasons (parents) Instrumental L2 learner wished to achieve goals utilizing L2 (a job) External power wants L2 learner to learn L2 (Employer) Douglas Brown Principles of Language Learning and Teaching (175)

9. 1. Future career 2. Love for language 3. Travel 4. Cultural Understanding 5. Live in another country 6. Good Language learner 7. International language 8. Improve self 9. Meet people 10. Make Friends 11. (Top Ten Reasons in UK / 1996 / Coleman)

10. LeftRightIntellectualIntuitive Remembers Names Remembers Faces Verbal Instructions Symbolic instructions Objective judgments Subjective judgments PlannedSpontaneous Analytic reader Synthesizing Reader Talk and write Draws and moves Multiple choice tests Open-ended tests Controls feelings Free with feelings No metaphors Uses metaphors Logical problem solving Intuitive problem solving

11.  http://similarminds.com/cgi-bin/brain.pl http://similarminds.com/cgi-bin/brain.pl  http://www.wherecreativitygoestoschool.co m/vancouver/left_right/rb_results.pl http://www.wherecreativitygoestoschool.co m/vancouver/left_right/rb_results.pl

12. DEPENDENT  Perceives globally  Makes broad general distinctions  Social orientation  Learns materials in social context  Personal experience  External goals  Needs organization  Affected by criticism INDEPENDENT  Perceives analytically  Makes specific concept distinctions  Impersonal orientation  Learns as intentional context  New experiences  Self-defined goals  Self-organized  Less criticism

13. Rebecca Oxford  Memory  Cognitive  Compensation  Metacognitive  Affective  Social

14. Authority Expert role Lecture Deposit knowledge Patron/Parent Helper role Story and lecture Secret knowledge Facilitator Mentor role Interactive teaching Free and open knowledge Outsider Drill sergeant role busywork Betrayal of knowledge Teaching Cross-Culturally. Lingenfelter, Judith and Sherwood

15. OBBEDIENT Knowledge Teacher is correct Fear CLIENT / CHILD Relationships Teacher is honored Dependency FREE THINKER Personal interest Teacher is effective or not Enthusiasm or criticism REBEL Getting out Teacher is enemy Hatred

16. TeacherStudent Lower inhibitionsFear Not Encourage risk-takingDive in Build self-confidenceBelieve in yourself Develop intrinsic motivationSeize the day Engage in cooperative learningLove thy neighbor use right-brain processesGet the Big picture Promote ambiguity toleranceCope with the chaos Practice intuitionGo with your hunches Process error feedbackMake mistake work For you Set personal goalsSet your own goals Brown. Principles of Language Learning and Teaching. (137)