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Understanding Individual Differences in Language Learning

The document discusses various individual differences in language learning, including the impact of personality traits like extraversion and introversion, as well as the effects of anxiety and motivation on language acquisition. It highlights the process-oriented model of motivation by Dörnyei, the relationship between student motivation and teacher practices, and differences in learning between adult and young L2 learners. Additionally, it addresses mismatches in beliefs about language learning between learners and teachers, and the concept of multiple critical periods in language development.

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3 views1 page

Understanding Individual Differences in Language Learning

The document discusses various individual differences in language learning, including the impact of personality traits like extraversion and introversion, as well as the effects of anxiety and motivation on language acquisition. It highlights the process-oriented model of motivation by Dörnyei, the relationship between student motivation and teacher practices, and differences in learning between adult and young L2 learners. Additionally, it addresses mismatches in beliefs about language learning between learners and teachers, and the concept of multiple critical periods in language development.

Uploaded by

dilarasc2121
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Individual differences: Part II (84-93)

1. Explain the findings of research with regard to:


a. Extravert vs. introvert
b. The effect of inhibition on pronunciation
2. What are some different types of anxiety? Mention one main problem regarding
anxiety test? What does research show about the relationship between anxiety
and language learning?
3. What are different types of motivation? Which type is more effective in creating
change in language of learners?
4. How is the conceptualization of motivation different in recent research compared
to the earlier one?
5. Explain the process-oriented model of motivation developed by Dörneyi (2001).
6. How is student’s motivation related to teachers’ motivational practice? How is
teachers’ motivation measured?
7. What did Greer (2000) find regarding the effect of ethnic affiliation and learning
proficiency?
8. What are some areas of mismatch between learners’ and teachers’ belief
regarding the best way to learn a new language?
9. How is adult L2 learners different from young L2 learners in terms of cognition
and learning abilities learning condition:
10. What is meant by multiple critical periods?

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