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Individual Differences in SLA: Cognitive Factors
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- 1COGNITIVE FACTORS1.1. Intelligence
1.2. Language Aptitude
1.3. Cognitive Style
1.4. Learning Strategies - 21.1. INTELLIGENCEIt is the capacity ot ability to do things and solve problems, even new ones.
It is the ability to acquire knowledge and assimilate it - 3BLOOM'S TAXONOMYThis is a set of hierarchical models used to classify educational learning objectives into levels of complexity and specificity.
This list covers the learning objectives in cognitive, affective and sensory domains.
The taxonomy is used as main focus for traditional education. - 42 VIEWS-Traditional Approach: metalinguistic and logico mathematical ability to measure intelligence (IQ Tests). These don't meausre communicative abilities in SLA
-Today: (Gardner) Multiple Intelligence >It claims that intelligence is not something in general, there are many kinds, and also, they are independent and without relation between them - 5MULTIPLE INTELLIGENCE-Intrapersonal: you understand yourself, can control it and are aware of how you feel about something
-Interpersonal: you are good at communication and understanding situations - 6MI CRITICS (I)-Those who don't believe in this theory are wrong, ''my general intelligence prevails''. iIntelligence is much more than ''abilities''. There is no firm research that validated its practical application in school
MI Teaching: deceives sts as to their real capacities and simplifies learning. There is a comfort area, so there is no learning - 7MI CRITICS (II)-Those who believe in this theory claim that the 'g' factor doesn't exist. There are qualitative studies that prove success at school.
MI Teaching: here, there is no comfort area because the teaching is graded - 8INTELLIGENCE IN SLAInstead of using general intelligence tests (IQ Tests), we use different language aptitude tests to know to what extend your language ability will correlate to how successful you might be in acquisition
- 91.2. LANGUAGE APTITUDEIt is our natural ability, our knack, for leaning languages which people possess to a varying degree
- 10IS IT TRAINABLE?-Carroll: aptitude is unmodifiable, and in innate capacity. It is not trainable and related only to acquisition (Now we know it is trainable)
-Skehan, Grigorenko et al: natural ability but can be developed through adequate instruction as it is partly based on expertise of information processing - 11MEASURING APTITUDE-(60s): we need to adapt the instruction with specific needs of learners to teaching methods. Because we want to use it as a predictor for the potential of a person as an L2 learner, we want to know if we are born with the ability to be successful
-(90s-on):to find the link between aptitude profiles and types of instruction. Mixing them is better because it will help the learning process - 12MLAT-(Carroll, 50s and improved by Meara, LLAMA)
-Created for L1 English speakers to see if they are good at languages in general, not NNS
-Done to L2 English, but very difficult for them
-Designed for 8-11 years old: Maximum score: 146; Average score: 100-135 (given the age- the level)
-Instrument rooted in the traditional modular view of aptitude as an entirely cognitive construct - 13MLAT CRITICISED FOR-Its tests rote memory instead of using dynamic models
-Based on the idea that aptitude is something fixed (it is actually trainable)
-Based on language competence instead of communicative models
-It considered aptitude as a global concept; it should be analyzed as different types of language aptitude
-Used based on the idea of predicting SLA rate in formal setting (Now, potential to achieve highest levels of ultimate attainment and impact of different learning conditions) - 14HI-LAB-(Doughty): still being developed
-Highly sophisticated instrument designed to identify individuals capable of achieving high levels of attainment
-Test sees aptitude as a ''measurable ceiling'' on the ultimate attainment and intended to ''address the need for an aptitude battery geared for professional levels''
-Actual test is a language history questionnaire and 11 separate and cognitive and perceptual subsets - 15FINDINGS-It is one of the strongest predictors of SLA success
-Different abilities correlate
-L2 aptitude correlates with L1 literacy skills and with general intelligence measures > MLAT is the best predictor of SLA
-More research and better constructors are needed - 16IMPLICATION-Teachers need to be aware of individual capacities in order to develop learning
-Students' attitudes and teachers' efforts will affect the rate of learning acquisition and the ultimate level of attainment, not the route of acquisition - 171.3. COGNITIVE STYLE-It is the natural, habitual and preferred way of absorving, processing, retaining new information and skills
-Cognitive Style (put your abilities to work) vs Aptitude (whether you have these abilities or not) - 18MAIN MODELS-Group embedded Test: the quicker you are on those tests, the more independent you are in these fields. Scale between Field Dependence and Field Independence
·F.Dep.: being holistic. Interpersonal orientation, socially sensitive and skilled. Dependent (self view derived from others)
·F.Ind.: being analytic. Impersonal, task orientation, socially detached. Independent (autonomous)
-These terms don't really represent alternatives but poles on a continuum - 19C.S in SLA-In terms of communication it is good to be a holistic person (use L2 practical way)
-To be analytic is important because of more formal reasons (knowing grammar, vocab...)
-The Group Embedded Test was really popular in the 80s and 90s, but nowadays, this is considered useless because there is not really any better styke than other.
-Sensory Preferences: some people are dependent on the structure of the main visual field, and others are independet of the influence of the whole field when they look at the parts
-Wholist-analytic: whether individuals organize information as a whole or indescrete parts of a whole
-Verbal imagery: whether individuals represent information or concepts verbally on in mental images while thinking - 20IMPLICATIONS-No correlation between learners and academic achievements, so teachers need to focus on all of them by alternating sources of input, activities and techniques, classroom dynamics...
-'Style stretching': learners seem to be developmental and modifiable; flexible sts tend to be more successful - 211.4. LEARNING STRATEGIES-No clear definition:
(Rubin) ''what learners do to regulate their learning''
(O'Malley & Chamot)'' the special thoights or behaviours that individuals use to help them comprehend, learn or retain new information''
(Ortega): individual conscious behaviour appropriate for each student; ''ssts are conscious mental and behavioural procedures that plp. engage in with the aim to gain control over their learning process'' - 22CONSEQUENCE OF COGNITIVISM & CONSTRUCTIVISM IN SLA-SLA is a cognitive process (Cogn. psychology
-Knowledge: is not transferred and absorbed, but constructed by using previous experience and building up understanding through active constructors of knowledge
-Learners: are active cinstructors of knowledge > autonomous agents - 23LEARNING STRATEGIES (I)-Direct:
·Memory Strategy: specific techniques to store and retrieve information
·Cognitive Strategy: mental operations and direct manipulation of language obtain knowledge and understanding of the linguistic system
·Communication: behaviours adapted to compensate for lack of knowledge - 24LEARNING STRATEGIES (II)-Indirect:
·Metacognitive: Learning to learn
·Affective: techniques to achieve better control over our memories and attitudes towards the language learning process
·Social: it makes the most of every opportunity to practice and learn - 25LEARNING STRATEGIES TODAY-Not an only l.s. for all stus, it depends on other factors
-No agreement on exactly what they are, how many, how they should be organized, and whether it's possible to create a hierarchy
-An strategy isn't good or bad per se; it's useful if it fits the task/you and if it's employed effectively
-It's not what strategies good sts use, but the fact that they use them and how they do >> the more you take control of your l.s., the more successful you will be - 26SELF-REGULATIONControl over their own life, actions, behaviours, thoughts and emotions. It's also the degree to which sts are active participants in their own learning through a conscious process of self-control
- 27ACTION-ORIENTED VS STATE-ORIENTEDThe former are people who plan/project their life and they are better learners as they sel regulate their education; the latter are people who doesn't plan
-There's not enough evidence in SLA for causal relationship btwn strategy use and SLA success
-Not enough research on Self-Regulation and how it affects SLA - 28TEACHING STRATEGIES-SSBI: style-stretching + explicit strategy teaching
-CALLA Model: Cognitive Academic Language Learning (explicit strategic teaching + content area instruction + academic language development)
-Researchers have not really proven the effectiveness of training, particularly in the long run. It's considered as a waste of time because sts naturally transfer them. The problem is the poor linguistic competence to use them effectively - 29TEACHING STRATEGIES (II)-Strategy-based teaching:
·Contribute to the main goal: communicative competence
·Allow learners to become autonomous
·Should be problem-oriented: success leads to motivation - 30STRATEGIES TRAINING CYCLE-(Macaro): there's a way in which we should instruct how to teach learning strategies
-STC: when teaching strategies to sts there are steps we should take into acount:
·Preparation: Raise of awareness
·Presentation
·Expansion
·Practice
·Evaluation
·Self-monitoring
Información
- Descripción
- Cognitive Factors Biological Factors Affective Factors
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- carmen ramdel
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