individual factors in the learner development

individual factors in the learner development

1. COGNITIVE INFLUENCE ON LANGUAGE LEARNING

   • LANGUAGE APTITUDE
     • Natural ability to learn languages
     • basic Characteristics of learning
       • Cognitive Qualities for introduce SLA
       • Verbal intelligence
       • school achievementCo
       • words knowlwdge
       • reasoning
     • Bristol lannguage Project
       • origin: Study of childrend´s first language development
       • Aptitude score: social class, vocabulary development, parental education, innate learning language ability
       • Follow -up when children starts a SLA
     • Skenan (1989)
       • Tailoring of couser: the core of the learner- centred curriculum
     • Ellis 1985- measurement and definition depend of extend teaching theories and interpretation of language learning prosess
     • Skehan: succesful predictor of predictor of language language success
     • Hemmon and symond: (1930) no correlation language ; "aptitude- proficiency"
     • Skehan(1982) basic conditions for sussesful learning language
       • Learner memory
       • ability to analyse incomming language
     • Components by Carrolland Sapons MLAT
       • phonetic and phonetic coging: recall and descrimitate new sounds
       • role learning ability: assossiate native language words- target meaning language words
       • Inductive learning language ability: identify difference between grammatical forms and meaning
       • Grammativitycal sensi
     • main conclusions
       • Aptitud: different to intelligence,it relate to learnenr´s acquisition rather than route, it is conected with intelligence, personality and motivation, its fixed and innate
   • Mental conditions, strategies, process, while learnin a language
   • Intelligence or G Factor
     • Genesse and Ekstran (1976- 1977)- skills
       • reading, writing, language analisys, vocabulary study
       • less likely oral fluency
       • strong factor - formal instruction
     • measured in terms of linguistic and logico-mathematical abilities
     • 1st language- no a determining factor
     • IQ Focused
       • Linguistic ability -interpret
       • solve ability - logico- mathematical
     • Gardner (1985) Multiple intelligence

2. COGNITIVE STYLES

   • meaning: the manner in which the learner perceives monitors, conceptualises and recall linguistic information
   • Wilkins: self consistent mode: of functioning where individuals show their perceptual and intelectual abilities
   • learning tendencies by Reid
   • Brown (1973)
     • combination: affect-cognition
     • reflective- impulsive thinking
     • broad- narrow categorizing
     • belief congruence- contradiction
     • skeletonizing- embroidering
   • Learning Styles by Willing
     • Concrete: people-oriented emotional and spontaneous
     • Analytic: object-oriented hight capacity to make connectios
     • Communicative: quite autonomous tend to depend of the teacher, doesn´ discovery learning, prefert enjoy, prefer to be told what to do
   • Embedded test measure dependence- independence dimension
     • learner characteristics
       • reflect individual way
       • find target shape embedded in a complex pattern
       • people do well is ableto separate the essential from inessential
     • fields
       • Dependence
         • for naturalistic settings, personal orientation, holistic (perceives a field as a whole, dependent from others view, person oriented - socially sencitive
       • Independence
         • impersonal orienrtation, analytic- perceive parts, sense of separate identity- autonomous, not to socially awore, object-oriented, for formal instruction, formal environment
   • Learning Styles: learning characteristics and the way to perceiving, interacting and responding to the learnerenvironment

3. LEARNING STRATEGIES

   • Oxford definition: Steps taken by the learner to aid the acquisition , storage and retrieval of information
   • Ellis: Techniques that learner employ to try to learn L2
     • behavioural : repeating words aloud
     • Mental: Using context to infer the meaning of new words. problem-oriented
   • wonder Robin: (1887)
     • specific actios observable or no observables. Conciously: can be modified and learned
   • features
     • contibute to communicative competence
     • allow to be autonomous
     • expand the role of teacher- student responsable
     • problem- oriented
     • support learning directly e indirectly
     • can be taught and concious
     • flexibles
     • influenced by factors
       • degree of awareness
       • stage of learning
       • task requirements
       • teacher expectation
       • age, sex, nationality ethnicity, motivation
       • learning styles, personality traits
   • Typologies established for classification of language- strategies
     • Social: involved other people , participate in group conversation, pretending real understanding with peers
       • Counting with a friend for questioning and operating
       • Emphatising with others, developing cultural understanding
     • Memory: store anbd retrieve information
       • applying images and sounds and doing semantics fields
       • Reviewing well (notes), employing actions( mechanical techniques
     • Metacognitive ::How to learn or learning to learn, planning, arranging and evaluating language.
       • Arranging and planning learning every day and evaluating with self evaluation tasks
       • advance and organizers what to do
       • Directed and selected attention: listening concentrate in keywords
     • Cognitive: essentially operations to obtain knowlege and understanding of linguistic systems.
       • practicing reading a book or pronunciation infront a mirror
       • receiving- sending use dictionary or grammar book
       • Analysing-and reasoning breaking down a word in parts
       • creating structure. Input- output
       • Generalising grammar rules and making comparisons
     • Affective: help learners achieve better control over their emotions and attitudes toward the learning language process
       • lowering anxiety using music and laughter to calm down
       • self- reinforcement and positive self -talk
       • Taking emotional temperature wirh discussing feelings
     • Communication
       • Reduction; avoid problems
         • Formal reduction avoidance unsure rulkes
         • IFunctional reduction:: avoidance topics, modality markers and functions
       • Achievement
         • Compensatory
           • Non - cooperative
             • Code switshing_ mix languages. f foreignisin: adapt words from L1 to L2, literal translation, substitution, paraphrase, words coinage, restructuring
           • cooperative
             • Direct appeal- request assistance, indirect appeal - no request assistance, but pauses to indicate need help
         • Retrieval
           • Waiting, using semantic fields, using other languages
     • Compensation: behaviour to compensate missing knowledge, guessing while reading
       • guessing intelligently( meaning of words)
       • Circumlocution: expresing an idea indirectly
     • Trainning: activities to teach students SLA to become more efficient

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