The Psychology Behind Learning. Factors Affecting Second Language Learning

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Jeremy Fowler
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1 The Psychology Behind Learning Factors Affecting Second Language Learning

2 The Good Language Learner Are there personal characteristics that make one pupil more successful than another? In your experience as an English learner, which characteristics seem be associated with success in learning a second language? Please share your opinion.

3 Research suggests that the following factors may play a role Any matches? Intelligence Aptitude Personality Motivation and Attitude Learning Styles Age

4 Intelligence Refers to performance on certain kinds of tests, IQ scores, etc May play a less important role in classrooms where the focus on communication and interaction.

5 Aptitude Special abilities to learn quickly. Aptitude components ; i) identify and memorize new sounds, ii) understand function of words, iii) figure out grammatical rules, iv) memory for new words Each child learns differently Use strengths to help compensate for weaknesses

6 Personality Traits a. Anxiety b. Extroversion c. Inhibition

7 Personality Traits a. Anxiety - Refers to learners feelings of worry and stress when learning a language. - Based on researches, it is dynamic and dependent on situations or circumstances. - However, it has been argued that not all anxiety is bad and a certain amount of tension can have a positive effect and even facilitate learning.

8 Personality Traits b. Extroversion Varying Results - Some studies have found that success in language learning is correlated with learners scores on questionnaires measuring characteristics associated with extroversion such as assertiveness and adventurousness. - Others found that many successful language learners do no get high scores on measure of

9 Personality Traits c. Inhibition - Discourages risk-taking which is necessary for progress in language learning. - A problem for adolescents who are more selfconscious than younger learners. *Alexander Guiora : inhibition is a negative force for second language pronunciation performance * A researcher in the study of personality variables in second language learning.

10 Motivation & Attitude Levels of motivation in relation to pedagogical practices : a. Motivating students into the lesson b. Varying the activities, tasks and materials c. Using cooperative goals (class goals).

11 Motivation & Attitude An individual s identity and attitudes towards the second language community: Positive Negative learning L2 is enrichment. learning L2 is resentment. Social dynamics and power relationships between L1 and L2. Minority group members learning the language of a majority groups may have different attitudes and motivation from those of majority group members learning a minority language. Think of why an ESL learner s and an EFL learner s attitude may differ in motivation and attitude.

12 Learning Styles Learning style is an individual s habits or pattern in acquiring and processing information in learning situations. There are three main learning styles which are ; a. Visual learners ; sight b. Auditory learners ; hearing c. Kinesthetic learners ; physical action

13 Age of Acquisition The relationship between a learner s age and his/her potential for success in second language learning is complicated. The relationship needs to take into account 1) the stage of L2 development, 2) the goals of learning L2 (i.e., In what aspects of the L2 the learner has achieved), and 3) the context in which the learner learns L2 (including language input, learning environment, and socio-cultural context)

14 Age of Acquisition Research findings: 1) L2 development in informal language learning environments where the TL is used primarily: Children can eventually speak the L2 with native-like fluency, but their parents and older learners (i.e., post-puberty learners) are hard to achieve such high levels of mastery of the spoken language, especially in pronunciation/accent. Adults and adolescents can make more rapid progress toward mastery of an L2 in contexts where they can make use of the language on a daily basis in social, personal, professional, or academic interaction.

15 Age of Acquisition Research findings: 2) L2 development in formal language learning environments (i.e., classrooms): In the early stages of the L2 development, older learners (adolescents and adults) are more efficient than younger learners (children). Learners who began learning an L2 at the elementary school level did not necessarily do better in the long run than those who began in early adolescent. It is more difficult for post-puberty learners to attain nativelike mastery of the spoken language, including pronunciation, word choice, and some grammatical features.

16 In Conclusion Keep these things in mind when teaching children Many of these, we cannot control Some of these, we can Which? How? Intelligence Aptitude Personality Motivation and Attitude Learning Styles Age

17 Thanks for you Attention!

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