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INDIVIDUAL DIFFERENCES AND CALL

This study examines the impact of individual differences on second language learning within the English Postgraduate Program at UHAMKA. It discusses various models, including the 'Good Language Learner' model, Monitor Theory, and frameworks by Brown and Fraser, highlighting how interdependent and independent learner variables affect achievement. Key individual differences such as motivation, attitude, and social context are analyzed to demonstrate their influence on language proficiency. The findings emphasize the necessity of recognizing these differences to improve educational strategies in language learning.

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INDIVIDUAL DIFFERENCES AND CALL

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  1. INDIVIDUAL DIFFERENCES AND CALL Submitted by: 3rd Group Asih Rosnaningsih 1006066056 Haryati 1006066065 Nurmala Dewi 1006066069 Rizkha Zaitun 1006066072 Siti Khumrotin 1006066077 ENGLISH POSTGRADUATE PROGRAM - UHAMKA

  2. Models of second language learning and other variables Interdependent Learner Variables (Indiv - Indiv) Independent Learner Variables (Individual related variables)

  3. Models of Independent Variables The ‘Good language-learner ‘model Monitor theory model Levin’s schematic model Brown and Fraser’s Framework

  4. Models with Interdependent learners variables Gardener’s educational model Skehan’s model Spolsky model

  5. Familiarity with computer • Interaction with Native Speaker • Language used for interaction with the community

  6. CONCLUSION • The majority of studies indicate that individual differencies significantly affect languange learning achievement • Individual differencies proposed by Spolsky include motivation, attitude, previous knowledge, social contect, etc.

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