PERSONAL VARIATION IN LANGUAGE LEARNING

1. PERSONAL VARIATION IN LANGUAGE LEARNING

3. LEARNING STYLES

4. Field independence

6. ability to form a complete picture - female feature sociability, empathy interaction ability to see the details even among disturbing factors increases with age male feature independent, competitive, self-confident analysis, classroom learning, focus on details Field dependence and independence

7. Types • Left or right brain dominance • Ambiguity tolerance • Reflexivity – impulsivity • Sensual orientation • Visual • Audial • Kinesthetic Please, look it up in your book!

8. LEARNING STRATEGIES

9. Good language learners(Rubin, 1975; Stern, 1975) • take charge of their own learning. • organise info about language. • creative, experimenting. • find opportunities to practice. • live with uncertainty. • use conscious memory strategies for recall.

10. learn from errors. • rely on their L1 and L3,4… systems. • use contextual cues in comprehension. • make intelligent guesses. • learn chunks and formulas. • learn to keep the conversation going. • learn different styles and vary them according to context.

11. Metacognitive Advance organisers Selective/directed attention Self-management Self-monitoring Self-evaluation Socioaffective - Cooperation - Clarification Cognitive Repetition Resoucring Translation Grouping Note-taking Imagery Keyword Transfer Inferencing Types

12. Communication strategiesOxford (1990), Dörnyei (1995) Avoidance • Message abandonment e.g.: - I lost my road. - You lost your road? - Uh, … I lost. I lost. I got lost. - Topic avoidance

13. Compensation • Circumlocution e.g. „ the thing you open the bottle with” • Approximation e.g. ship for sailboat • All-purpose words e.g. „Could you pass me that thingie?” • Word coinage e.g. vegetarianist

14. - Prefabriacted patterns e.g. „Could you tell me the way to …?” • Non-linguistic signals • Literal translation e.g. „one-and-a-half room flat” • Foreignizing e.g. „löncsölni”, „Hozd már ki a hoovert a bedroomból!” - Code-switching e.g. „Where is posta?”

15. PERSONALITY FEATURES

16. The affective domain • Receiving-tolerating • Responding-committing • Valuing • Organisation of values • Developing an individual value system Schuman (1997-1999): amygdala Learning = emotionally motivated activity

17. Aspects • Self-esteem • Inhibition • Risk-taking • Anxiety • Extroversion • Motivation

18. Self-esteem • „a personal judgement of worthiness” (Coopersmith, 1967) • Types: global situational or specific task-related • MacIntyre, Dörnyei, Clément & Noels (1998): direct + relation to „willingness to communicate”

19. Inhibition • Self-defence mechanism to protect ego • Language ego (Guiora, 1972, Ehrman, 1996) • Guiora et. Al. (1972)- the alcohol test ?? Effect on muscular tension • Guiora et.al. (1980)- the Valium test ?? Significant tester effect

20. Stevick (1976) alienation between • Critical me and performing me • L1 culture and L2 culture • Self and other learners • Self and teacher • Ehrman (1999): thick and thin egos in SLL tolerance of mistakes

21. Risk-taking • Relation to inhibition and ambiguity tolerance • Moderate risk-taking correlates with language learning success accurate guesses based on skill • Low-risk takers=avoidance • High-risk takers=wild guesses

22. Anxiety • Types (Oxford, 1999) • Trait • State • Language anxiety (MacIntyre & Gardner, 1989) - communication apprehension • fear of negative social evaluation • text anxiety • Debilitative and facilitative anxiety

23. Extroversion Sociable, talkative Western ideal Need to receive ego-enhancement, self-esteen from others Introversion Quiet, reserved Derive a sense of wholeness and fulfillment independent of others Inner strength Extroversion

24. Motivation • Types • Integrative • Instrumental • Intrinsic • Extrinsic

25. Measuring personality factors • Problems - accuracy of self-perceptions - self-flattery syndrome - culturally ethnocentric, not transferrable • Solutions - variety of methods and instruments - validating

26. Myers and Briggs