INDIVIDUAL DIFFERENCE AND CALLMODELS OF SECOND LANGUAGE LEARNING AND THEIR VARIABLES

THERE ARE TWO TYPES OF MODELS PROPOSED BY NAIMAN, 1978

Models with independent learner variables ( teaching, learner, and context)

Models with dependent learner variables(Learning and outcome)

The good language – learner model (by Naiman,Frolich,Todesco,and Stern 1978)

MaterialsSyllabusMethodologyResources

TEACHING

Age IntelligenceAptitudeMotivationAttitudePersonalityCognitive style

THE LEARNERS

THE CONTEXT

EFL/ESLOpportunities for use social Milieu

Unconscious processes:-generalisation-transfer-simplification

Conscious processes:- srtategies

Proficiency:-listening-speaking-reading-writingErrors:

InterlanguageAffective reasons

Monitor theory Monitor theory is a model of learning a second language that is

potentially relevant to the development of research on the role of learner variables. Its proposed by Krashen and Terrell ( 1978)

INPUT

Affective FilterCognitive organizers

Monitor

Output

The affective filter is a major source of variation, the success of language learning varies depending on several factors embraced within the affective filter such as, attitude, motivation, self convidence or anxiety, so it causes higher or lower output.

SITUATIONAL VARIABLES AFFECT LANGUAGE CHOICE (BROWN AND FRASER’S (1979) FRAMEWORK

The figure situational variables (based on Brown and fraser,1979 in Ellis, 1989:8)

situation

scene Participants

setting Purpose Individuals Relationship between individuals, e.g shared knowledge

Individual qua (personality,attitudes

As a social ( class,ethnicity

)

SHEMATIC MODEL (LEVIN,S),1977

He proposed two major stages, diagnostic and prescriptive.

He focused on two variables input and output variables.

GARDNER’S EDUCATIONAL MODEL(1979,1985)

Cult

ura

l b

elie

f

Intelligence

Language aptitude

Motivation

Situational anxiety

Formal languge training

Informal language training

LINGUISTI

c

Nonlingu;istic

SKEHAN’S (1986,1989) MODEL OF INFLUENCES ON LANGUAGE LEARNING

MaterialsSyllabus

MethodologyResources

Organization-structuring-explecitivenessResponsiveness-appropriateness of pacing-individualisation-feedback-provision

• Expectation of bilingualism

• Relationship to target language community

• Attitude to target language

• Social class

Access to NS-Out class-In classOpportunities for communication language useOpportunities for negotiation

IntelligenceAptitudeMotivationAttitudePersonalityCognitive style

Conscious strategiesAnd unconscious strategies

ProficiencyErrorsFossilisationAffectiveOutcome

SPOLSKY’S (1989:28) MODELS OF SECOND LANGUAGE LEARNING

Social context

Social context

Motivation

Age Personality CapabilitiesPrevious Knowledg

e

Learning opportunities (formal or informal)

Linguistic and non-linguistic outcomes fo the learners

Leads to

Which appear in the learner as

which joins with other personal characteristics such as

All of which explain the use the learner makes of the available

The interplay between learner and situation determining

INDIVIDUAL DIFFERENCES Age

A number of writers assume that the age of learners learning a second of foreign language affects their achievements,young children are supposed tobe able to pick up a language moreeasily and better than adults ( Genesee and Hamayan, 1980,1983,1987;Ellis;1985).

Attitudes The learners’ attitude toward a foregn languge are one

of the important variables which affect the success of learning a language(Gardner,1978).

There are two groups of attitude: a. aducational attitude, toward teachers,the course,

learning language and the like.

b. social attitude involve attitudes which focus on the social implication of second language acquisition

Motivation Motivation is anticipation of reinforcement

(Brown,1994:35) There are two types of reinforcement,intrinsic and

extrinsic proposed by deci ( 1975).

Intelligence There is a positive relationship between intelligence and

language learning achievement ( for instance the correlation between IQ and Reading comprehension achievement

( Hartoyo,1988)

oLanguage aptitudeAptitude according to Carroll (1981:84) can be

defined as: a concept which corresponds to the notion that in approaching a particular learning task or program, the individual may be thought of as possesing some current state of capacity of learning that task – if the individual is motivated, and has the opportunity of doing so. The capacity is presumed to depend on some combination of more or less enduring characteristics of the individual.

Previous knowledgeo The level of development in a first language combined

with the situational ability to sustain that language are important variables in language learning succes for at least some age groups. Despite the strenght of this finding, it is clear that prior knowledge alone does not determine succes.

o Familiarity with computero Familiarity with computers may need to be considered as

a variable in a computer-mediated language learning environement. Familiarity with computers reflects a learner’s experience of using computers.

o Liu and Reed (1995) state the computer familiarity reflects self-confidence in using computers as well as a belief that one can do well using computers.

o Interaction with native-speakers of English• It has been assumed for a long time that interaction with

native speakers of the target language being lerned can enhance language learning achievment.

The frequency of interaction with English native speakers may be useful in predicting the answers to the first two question.

o Language used for interaction with the community• Smith-Kreuzen (1988) has claimed that learners will

interact using the target language. However, the results of may study reveal that only in formal teaching-learning situations (classroom context), do learners appear to use the target language most of time. In informal situations (outside the classroom), Indonesian is likely to be used more than English.