ID Variables Intro After Age Flashcards
Aptitude
- Separate from general IQ and achievement
- Separate from motivation
- Stable factor, perhaps innate
- not prerequisite but may enhance rate and ease of learning
Aptitude tests
Modern Language Aptitude Test (MLAT)
Pimsleur Langugae Aptitude Battery
Hi-Lab
LLAMA test
4 factors in aptitudeq
- Phonetic/phonemic coding ability
- Grammatical sensitivity
-Inductive language learning ability - Rote learning ability (memory)
MLAT
Performance predictive of context-reduced situations
Less predictive of context-embedded situations
Proposed aptitude components
- Auditory skills
- Linguistic analystic skill
- Memory
Working Memory
= central executive (storage and processing of info)
-Phonological loop
- Oversees phonological short-term memory (PM)
- Storage of verbal info for very short term, quickly lost if not rehearsed
Attitude
Predisposition or tendency to respond in an evaluative manner toward someone or something
- Toward community and people who speak the L2
- Toward learning the TL
- Toward languages and LL in general
Attitudes related to motivation
= supports to learner’s overall orientation
- Linear relationship = attitudes affect motivation, which affects acq
- Therefore attitudes have an important, but indirect, effect on acq
What does research say on attitude and motivation
- closely related to L2 learning perseverance and success
Socio-educational model
Cultural socio component
- Integrativeness
4 factors important in SLA
Social milieu
Individual differences
L2 acq contexts
Outcomes
Motivation
Effort + diesire to achieve goal + attitudes toward learning the language
General findings
- Motivation and attitudes appear to be important factors in L2 learning
- Effects appear to be seperate from effects of aptitude
- Both integrative and instrumental orientations can be effective
- Level and types of motivation strongly influenced by social context
L2 motivational self system
Dornyei
alternative approach to L2 motivation
3 dimensions:
Ideal L2 self
Ought-to self
L2 learning experience
Personality variables
Self-esteem
Inhibition
Risk-taking
Anxiety
Empathy
Extroversion/introversion
Limitations
Personality variables sometimes poorly defined, overlap w/ other variables
Problems w/ measurement
MBTI
Self-report measurements
- 4 dimensions
- 16 independant types
- based on Carl Jung’s theory of types
Extraversion
- Lower arousal level in same system and cortex
- Therefore, tend to seek out external stimuli to reach optimal arousal level
- SLA: Larger capacity for STM (short term memory), gives advantage in output conversational skills, aided by better resistance to physiological stress, lower anxiety
Introversion
- High arousal level in same system and cortex
- Therefore, tend to avoid external stimulation
- SLA: Limited STM, especially in formal situations, therefore lower oral prod scores, in contrast , for performance requiring reflective attention (grammar ex, etc)
Learning style
- Natural, habitual preferred way of processing and retaining new info and skills
- Some flexibility
Cognitive style
- predisposition to porcess info in a characteristic manner
- relatively fixed
- midway betw IQ and personality
-Biological component - In part, reflection of personal preference, not exclusively innately determined
Learning strategies
- Refers to both general approaches and specific actions
- Generally problem oriented
- Learners generally aware of strategies
- Involve ling and nonling behaviours
- Some behavioural, some mental
- Can be performed in L1 and L2
- Use varies due to task and learner preferences
Classification system
Metacognitive
Cognitive
Socioaffective
Some conclusions about strategy research
- Lack of true consensus in def
- Variety of strategies used
- Consensus, useful classification
- Training not always successful
ID research general conclusions
Need:
- Better designed research
- Replication of existing studies
- More longitudinal studies
- More studies of interactions
- Issue of external validity: do results apply to different learning contexts?
