TE53112APPLIED LINGUISTICS

FOR ENGLISH LANGUAGE TEACHERS

ASST. PROF. DR. RAPEEPORN SROINAM

1

Individual Differences in Second Language Learning

Rod Ellis (pp.525-551) Learners vary enormously in how

successful they are in learning a language.

The main purpose of individual difference research was to predict which learners would succeed.

Methodology and Instrumentation

Research into individual difference has relied predominantly on quantitative methods.

The favored method is a survey questionnaire consisting of Likert scale that requires learners to self-report on some aspect of their language learning.

Methodology and Instrumentation

The data obtained from questionnaires or tests are submitted to correlational analysis (Pearson Product Moment correlation, exploratory and confirmatory factor analysis, or multiple regression).

Methodology and Instrumentation

The purpose of the correlational analysis is to identify relationship among individual difference variables and/or the relationship between a specific factor (such as motivation) and a measure of L2 achievement or proficiency.

In such research, much depends on the validity and reliability of the questionnaires and tests used.

Effort has gone into the development of questionnaires and well-established instruments.

Methodology and Instrumentation

Some Problems There is a problem when learners are asked to

agree/disagree with statements like “I ask question in English,” which they will find difficult to respond to because the behavior in question varies dynamically according to context.

The statistical analysis of learners’ responses to questionnaires does not always support the theoretical constructs that underlie the designs.

Different instruments for measuring the same factor make it difficult to compare results across studies.

Instruments in researching individual different factors

in SLA Modern Language Aptitude Test (MLAT) (Carroll &

Sapon, 1959) for language aptitude Group Embedded Figures Test (Witkin et al.,

1971) and Perceptual Learning Style Preference Questionnaire (Reid, 1987) for learning style

Attitude Motivation Index (Gardner, 1985) for motivation

Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) and Input Anxiety Scale, Processing Anxiety Scale and Output Anxiety Scale (MacIntyre & Gardner, 1994) for anxiety

Instruments in researching individual different factors

in SLA Eysenck Personality Inventory (Eysenck

& Eysenck, 1964) for personality Beliefs about Language Learning

Inventory (Horwitz, 1987) for learner beliefs

The Strategy Inventory for Language Learning (Oxford, 1990) for learning strategies

Individual Different Factors

1. Abilities for language learning- Intelligence- Language aptitude- Memory

Individual Different Factors

2. Propensities for language learning- Learning style- Motivation- Anxiety- Personality- Willingness to communicate

Individual Different Factors

3. Learner cognitions about L2 learning - Learner beliefs

4. Learner actions - Learning strategies

Assignment1. Discuss the advantages and disadvantages

of utilizing a survey questionnaire for correlational analysis of individual differences in second language learning.

2. Explain differences between abilities and propensities

3. How do learner’s abilities affect L2 learning?

4. How do propensities affect L2 learning?