Transcript Chapter 3 Individual Differences and Call

Chapter 3
Individual Differences
and Call
Presented by group 3:
Nurbaiti
Pramesti
Mila Marsiya
Nur Iman
The organization of Presentation
Models of second Language Learning and their
variables.
* The ’Good Language-Learner’ model
* ‘Monitor’ model
* Brown & Fraser’s framework
* Levin’s schematic model
Model with interdependent learner variables
* Gardner’s educational model
* Skehan’s model
* Spolsky’s model
Individual differences.
Model with independent learner
variables
• Naiman, Frohlich, Todesco and Stem (1978) identifies
three Independent variables such as:
* teaching
* learner, and
* contact
• Dependent variables such as:
* learning
* outcome
TEACHING
Materials
Syllabus
Methodology
Resources
THE LEARNERS
Age
Intelligence
Aptitude
Motivation
Attitude
Personality
Cognitive Style
THE CONTEXT
EFL/ESL
Opportunities
For use
Social Milieu
Unconscious
Processes
-Generalization
-Transfer
-Simplification
Conscious processes
-Strategies
Proficiency
-listening
-speaking
-reading
-writing
Errors
Inter language
Affective reasons
Monitor theory
I
N
P
U
T
Affective
Filter
Cognitive
Organizers
M
O
N
I
T
O
R
O
U
T
P
U
T
Krashen (1978,1981,1982,1985;
Dulay, Burt and Krashen 1982;
Krashen and Terell 1983
There are five hypotheses:
1. The acquisition-learning hypotheses
2. The natural order hypotheses
3. The monitor hypotheses
4. The input hypotheses
5. The affective hypotheses a major source of
variation and it depending: attitude, motivation,
self confidence and/or anxiety.
Brown & Fraser
framework
• Scene setting and purpose
• Participants individuals and
relationships
Levin’s Schematic model
•
•
•
•
Diagnostic
Prescriptive
Input variable
Output variable
INDIVIDUAL
DIFFERENCES
 AGE
 ATTITUDES
 MOTIVATION
 INTELLIGENCE
 LANGUAGE APTITUDE
 PREVIOUS KNOWLEDGE
 AGE
• Age is One of the stages of life; as the
age of infancy, of youth.
• The age of learners learning affect
their achievement
• The children more easily and better
than adults to pick up a language
 ATTITUDES
• Attitude is a position of the body
indicating mood or emotion.
• Attitude affect the learner’s
interaction and language learning
achievement in general.
 MOTIVATION
• Motivation is the activation or energy
of goal-oriented behavior
• Motivation can come from extrinsic and
intrinsic
 INTELLIGENCE
• Intelligence is the capacity to acquire
and apply knowledge
• There is a positive relationship between
intelligence and language learning
achievement
PREVIOUS LANGUAGE
• In language learning, one of the
factors that encourage someone to
learn L2 language, depends on their
previous knowledge about their
mother tongue.
• The argument above is supported by
some experts arguments. They are: