Language Aptitude: ability - talent, skill, or proficiency in a particular area / possession of

the
means or skill to do something. 1 of cognitively-based lrnr diffs
lrng. ability: 1’s potential to acquire new knowl
intelligence: general aptitude, transferrable to many areas of performance
analitical intelligence: the ability to analyze and evaluate ideas, solve problems and make
decisions.
aptitude complexes - ID variable clusters (few of em may or may not contribute more to
SLA
than others) or, as he called them, aptitude complexes.
aptitude treatment interaction ATI- concept that some instructional strategies (treatments)
are more or less effective for particular indivi duals depending upon their specific abilities.
As a theoretical framework, ATI suggests that optimal learning results when the
instruction
is exactly matched to the aptitudes of the learner
auditory ability - “the ability to receive and process information through the ear”
working memory - a cognitive system with a limited capacity that is responsible for
temporarily holding information available for processing.
working memory span - the overall capacitoy of the working memory
Fossilization: some knowledge is fossilized but not all. Not all learners strive for native-like
proficiency
Personality: a set of characteristics of a person responsible for a consistent pattern of feeling,
behaving, thinking
Structure of working memory
- phonological loop - specialized verbal component of working memory, concerned with
the temporary storage of verbal and acoustic information
- visuospatial sketchpad - the visual equivalent of the phonological loop, responsible for
integrating spatial, visual, and kinesthetic information into a unified representation,
- central executive – controls the attentional behavior of the working memory. constitues
the supervisory attentional system that allocates attentional resources and regulates the
selection, initiation and termination of processing functions.
- episodic buffer – storage counterpart of the central executive, combines info from
different sources and modalities into a single, multifaceted code or „episode
multiple intelligence - human cognition and potential in terms of different ‘intelligences’
such
as verbal-linguistic, logical-mathematical, bodily-kinesthetic, spatial, intrapersonal,
interpersonal, musical, naturalist, and existential.
General intelligence:
crystallized intelligence - intelligence involves knowledge that comes from prior learning
and
past experiences, based upon facts and rooted in experiences.
fluid intelligence - the ability to perceive relationships independent of previous specific
practice or instruction concerning those relationships."
Fluid intelligence involves being able to think and reason abstractly and solve problems.
This ability is considered independent of learning, experience, and education.
implicit memory - type of long-term memory that stands in contrast to explicit memory in
that it doesn't require conscious thought. It allows you to do things by rote.
language aptitude - prediction of how well, relative to other individuals, an individual can
learn a foreign language in a given amount of time and under given conditions
LCDH Linguistic coding difference hypothesis- core is the idea that one’s capacity to learn
an
L2 is closely related to the individual’s L1 learning skills, and L2 learning difficulties stem
in
part from deficits that also occur in native language acquisition.
dynamic testing - which aims to identify learning potential in contrast to static tests that
measure learning achievements
MLAT, PLAB: tests to measure lg aptitude: research, predicting future success, to tailor lg
teaching
CARROLL  purpose: research, selection, tailoring lg teaching according to the apt level,
p
rogram evaluation, predicting future success
grammatical sensitivity - ability to recognize the grammatical function of a lexical element
(word, phrase, etc.) in a sentence without explicit training in grammar
phonetic coding ability - ability to perceive distinct sounds, associate a symbol with that
sound and retain that association
rote learning ability - ability to learn associations between words in a foreign language and
their meanings and retain that association
inductive learning ability - ability to infer or induce rules governing the structure of a
language
inductive language learning ability - This is the ability to infer the rules that govern the use
of
language.
CANAL-FT – Grigorenko (2000) latest attempt to measure lg apt.
-based on the triarchic theory of human intelligence or the theory of succ int
creative intelligence - involves going beyond what is given to generate novel and interesting
ideas.
practical intelligence - that individuals use to find the best fit between themselves and the
demands of the environment
verbal intelligence - refers to specific human language-based skills which are considered to
reflect latent general abilities

Learning and cognitive styles: field dependence/independence theory: ppl can be

categorized
if they are dependent on the structure of the prevailing visual field
field dependant: cant see obvious things when looking for small objects
independent free: of the influence of the whole field when they look at the parts, so they can
notice details
Riding’s VAKT model: the perceptuals modes or learning channels through information is
transmitted  visual, auditory, kinesthetic, tactile: hands-on
Kolb’s model of lrng styles: based on the permutation of two main dimensions (concrete vs
abstract active vs reflective)
accomodators – (concrete+active) Accommodators have the most hands-on approach, with a
strong preference for doing rather than thinking. They like to ask 'what if?' and 'why not?'
to support their action-first approach
assimiliators – (abstrakt+reflective) Assimilators have the most cognitive approach,
preferring to think than to act. The ask 'What is there I can know?' and like organized
and structured understanding. They prefer lectures for learning, with demonstrations
where possible, and will respect the knowledge of experts.
convergers – (abstracr+active) They like facts and will seek to make things efficient by
making
small and careful changes. Convergers think about things and then try out their ideas to
see if they work in practice.
divergers – (Concrete+reflective) Divergers take experiences and think deeply about them,
thus diverging from a single experience to multiple possibilities in terms of what this might
mean. They like to ask 'why', and will start from detail to constructively work up to the big
picture. They are generally influenced by other people and like to receive feedback.
Ehrman & Leaver construct - reorganizes a number of established style dimensions under a
new, comprehensive, and parsimonious superordinate construct, only one superordinate
stlye dimension, with the two poles labeled ectasis and synopsis
ectasis - ectenic learner wants or needs conscious control over the learning process
synopsis - synoptic learner leaves more to preconscious or unconscious processing
Riding’s system of cognitive styles: wholist-analytic, verbal-imagery
wholist: info to integrated whole
analytic: organized into parts
verbal: represent info thinking verbally
imagery: mental pics of info
impulsivity - multifactorial construct that involves a tendency to act on a whim
reflectiveness - deliberate response, quiet thought or contemplation
verbalizers - Verbalizers tend to focus outward and prefer a stimulating environment
wholists - wholists tend to see a situation as a whole (hence the label), have an overall
perspective, and appreciate the total context, can also easily lose sight of the details
Kolb’s learning style inventory: 9-item self-description questionnaire used to det a studs lg
lrng style: experiencing, initiating, reflecting, imagining
Motivation: instrumental orientation - associated with the concrete benefits that language
proficiency might bring about, such as career opportunities or increased salary
integrativeness + motivation - Some learners have a personal affinity for the people who
speak a particular language. This is the second type of language learning motivation described
by Gardner and Lambert and is called integrative motivation.
AMTB – Attitude/Motivation Test Battery: Multicomponential motivation
questionnaire: useful self-report instrument
self confi: The belief that one is capable of producing results, goals, perform tasks and
accomplish goals.
linguistic self confi: major motivational factor in lrng the other comms lg, determines the
lrnr’s future desires for intercult comm and the extent of identification w/ the l2 group
Dörnyei attribution theory - it highlighted the temporal nature of motivation, in other words,
people’s past experiences are linked with their future achievement efforts by means of
causal attributions as the mediating link.
Dörnyei & Otto process model – aims to describe aspects of motivational development
divides into 3 stages: 1. Pre-actional stage (choice motivation) 2. Actional stage (executive
motivation) 3. Post-actional stage: reflective, motivational retrospection
group dynamics - social unit of the classroom is clearly instrumental in developing and
supporting the motivation of the individual
demotivation – specific external forces that reduces or deminish the motivational basis of a
behavioral intention (Dörnyei)
directed motivational currents (DMCs) -process of engaging in tasks that are rewarding
because they make you „better”, key word: self-fueled
possible selves – are specific representations of one’s self in the future states, involving
thoughts, images and senses
ideal self - ideal self-image that has a substantial L2 component are more likely to be
motivated to take action in pursuing language studies than their peers without a self-image
ideal l2 self - it concerns a desirable self-image of the kind of L2 user that one would ideally
like to be in the future. If people see a discrepancy between this and their current state,
they may be motivated to learn a new language or further develop their proficiency
ought self: a desired self that possessess attributes relevant to future behaviors and goals
self discrepancy theory - The self-discrepancy theory states that people compare
themselves
to internalized standards called "self-guides". These different representations of the self
can be contradictory and result in emotional discomfort. Self-discrepancy is the gap
between two of these self-representations.  motivation to reduce the gap
imagined community - groups of people not immediately tangible and accessible, with
whom we connect through the power of the imagination, membership in virtual language
communities associated with globalizatio - benefiical impact on lg learning+
identityform
Intrinsic motivation involves engaging in a behavior because it is personally rewarding;
essentially, performing an activity for its own sake rather than the desire for external reward
extrinsic motivation occurs when we are motivated to perform a behavior or engage in an
activity to earn a reward or avoid punishment.
motivational orientation of lg teaching (molt) - to assess the interaction of L2 teachers’
actual
motivational behaviors with students’ level of engagement in specific language tasks
motivational strategies: person-in-context relational view of motivation
self determination theory (SDT) - Deci ryan focuses on extrinsic and intrinsic aspects of
motivation, how self-det is influenced by classroom
socio educational model of l2 acquisiton - In the socio-educational model the complex of
attitudes toward the learning situation and motivation reflects an integrative motive that
promotes language learning. Whether integrative motive exists in EFL settings or whether
it is more relevant to ESL contexts has been an issue of debate for years.

Learning strategies: the processes which are consciously deployed by the learner in order to
learn and use a lg more effectively
O’Malley- Chamot taxonomy:
metacognitive strategies: thinking about learning
cognitive strategies: transformation of tasks
social/affective strategies: interpersonal behavior
Oxford taxonomy:
Cognitive: ass. btw new and known info
mnemonic: using formula
metacogn: planning, organization
compensatory: using context to replace missing info
affective: regulation of emo and moti
social: interaction
metacognitive knowledge: the knowledge of cognitive tactics, procedural knowledge and
conditional knowledges
metacognitive monitoring: refers to the processes such as monitoring task difficulty and
matching achievements standards
self regulation: refers to a degree in which individuals are active participants in their own
learning
self regulatory capacity: refers to the ability with which exert control over their own learning
processes

Personality: big five model: model that intends to apply 5 major pers factors as
independent grounds
1. agreeableness h-s: friendly, likeable – l-s: cold, rude
2. conscientousness h-s: organized, efficient – l-s: lazy, late
3. neuroticism vs emotional stability h-s: worrying, depressed l-s: calm, relaxed
4. extraversion vs introversion: h-s: active, passionate l-s: passive, quiet
5. openness to exp: h-s: imaginitive, creative l-s: unartistic, practical
temperament: pers. traits that are rooted in our biological setup
mood: a changing state of mind that is not completely random (causal af)
NEO-PI: upgraded Big 5 model, each factor has 6 more facets
MBTI: Myer-Briggs type indicator: Indicates various aspects of one’s psycholigical setup.
Used
to measure l2 lrng. style.
4 bipolar types:
extra-intro: where people get their energy from, outer or inner world.
sensing-intuition: how people perceive the world or gather info.
thinking-feeling: how ppl arrive at conclusions
judging-perceiving: how ppl take action

Individual Differences: characteristic adaptation - that is, the various beliefs, goals, and
strategies that individuals tend to employ in response to specific situations.
dynamic systems - not only are individuals a product of the constant interactions between
their various individual attributes and contexts, but those attributes themselves are also
multicomponential in nature and make up a holistic dynamic framework.
dispositinal traits – includes those personality features that tend to be stable over time and
across situations
integrative life narratives - that individuals construct to define who they are, to connect with
others, and ultimately to regulate behavior.
trilogy of mind - represent three mental dimensions that have continuous dynamic interaction
with each other and cannot exist in isolation from one another. these r cognition,
motivation, and affect, reasoning, spirited, appetitive part

anxiety provoking situations: we forget things that we would otherwise know (emotion, trait)
trait anxiety - rait anxiety refers to a stable predisposition to become
anxious in a cross-section of situations;
state anxiety is the transient, momento-moment experience of anxiety as an emotional
reaction to the current situation.
beneficial/facilitating: anxiety helps certain ppl in certain situations
inhibitory/debilitating: worsens performance
creativity: closely related to intelligence, refers to the ability of being able to create
something original and new, inventiveness
test of creative thinking: associations, unusual uses, common problems
epistemological beliefs: about the nature of knowledge and learning (Wenden)
self-esteem: closely related to self-confidence
implicit theory of intelligence refers to his or her fundamental underlying beliefs regarding
whether or not intelligence or abilities can change, entity theory and incremental theory-
entity- fixed traits + intelligence, inceremental- malleable human conditions, capable of
developing through effort
explicit beliefs: aware of, more powerful
implicit beliefs: not aware of, less powerful
mindsets: fixed mindset – belief of standarad skills that cant be changed, growing mindset:
through conscious effort, the set of skills may be improved
perceived behavioral control: related to wtc. is concerned with the diff level of performing a
given behavior
narrative identity - concerned with the ways in which people organize and understand their
experiences and memories in the form of various narratives such as stories, excuses,
myths, or explanations, serving as the foundations of their self-concept
Shuman acculturation model: 1: new information 2: pleasantries 3: goal and need
significance
4: coping potential, how much are you ready for this challenge 5: self and social image
- satiation control strategies: making yourself happy about learning - self-constipating
strat.: to provide extrinsic rewards for self - goal-oriented self-talk: convincing yourself -
interest-enhancement: to provide fun element - environmental structuring: getting rid of
distractions - self- handicapping: to make tasks more challenging - attribution control:
controlling things attributed to success - efficacy management: controlling self-efficacy -
defensive pessimism: increasing anxiety  increased effort - efficacy self-talk: convincing
yourself