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SLA - Grop 6 - Chapter 8 - Final Version

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25 views44 pages

SLA - Grop 6 - Chapter 8 - Final Version

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maika.work27
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SECOND LANGUAGE ACQUISITION

Instructor: Professor Phó Phương Dung


Group members:
Nguyễn Huỳnh Phương Thanh - b2748183
Mai Ka - b2748207
Chapter 8:
Individual Differences
Content

01 Summary

02 Applications

03 Research Article
01
Summary
Phuong Thannh & Mai Ka
Main contents of Chapter 8

❖ Intelligence
❖ Language learning aptitude
❖ Attitudes and motivation
❖ Personality
❖ Learning style and cognitive style
❖ Learning strategies
Intelligence
➢ What is intelligence?
➢ Research on the relationship between intelligence
and L2 learning

Phuong Thannh
Authors Definitions Measure instruments

Charles ● the ability to adapt to the - Traditional IQ test


Spearman’s environment, to learn, to master and
Model (1904) to use academic skills
Howard ● a unique trait - Problem-solving ability
Gardner ● nine different types of intelligence - A biological proclivity
(1983; 1993; - An identifiable
1999) neurological core
operation
Language learning aptitude
➢ What is language learning aptitude?
➢ Modern language Aptitude Test (MLAT)
➢ Working memory

Phuong Thannh
What is language learning aptitude?

Basic abilities that facilitate L2 learning.


It varies between individuals (Carroll &
Sapon, 1959)
Modern language aptitude test (MLAT)

MLAT
Measures language learning
aptitude components.

Phonetic coding Grammatical


Rote memory
ability sensitivity
Working memory

An active system for


temporarily storing and
manipulating information
(Baddeley, 2003)

Working memory capacity is limited


The working memory model

Baddeley and Hitch (1974)


Attitudes and motivations
➢ Attitudes vs motivations
➢ Intrinsic motivation vs extrinsic motivation
➢ Attitude/Motivation Test Battery (AMTB)
Attitude Motivation
Ways of thinking or beliefs toward Effort, learning goals, and attitudes toward
something or someone language learning
(Grarder, 1985)
Extrinsic
Intrinsic motivation
motivation
Orientation

Instrumental
Motivation Orientation

Integrative
Orientation
Attitude/motivation test battery (AMTB)

A test for attitudes and


motivation toward
AMTB language learning
(usually in the form of
a questionnaire)
Personality
Personality affects L2 learning outcomes.

Mai Ka
Key Aspects of Personality:
● Inhibition

● Risk-taking

● Anxiety

● Empathy

● Extraversion/Introversion
Measuring tools
Myers-Briggs Type Indicator (MBTI)

Introversion vs. Extraversion

Intuition vs. Sensing

Thinking vs. Feeling

Judging vs. Perceiving


Measuring tools
Learning style and
Cognitive style
Mai Ka
Learning style
Visual: Learning through seeing.

Auditory: Learning through hearing.

Kinesthetic: Learning through doing.

Tactile: Learning through touch.

Group: Learning in a group setting.

Individual: Learning alone.


Cognitive style:
Stable, internalized ways of processing information and solving problems.

Key Concepts:

● Field Independence (FI): Analytic, independent, less


social awareness.
● Field Dependence (FD): Holistic, more oriented towards
others, social.
Learning
strategies
Mai Ka
(O’Malley & Chamot, 1990)
Strategies Inventory for Language Learning

Direct Indirect
Strategies Strategies

Memory Social
strategies Compensation strategies
strategies
Cognitive
strategies Metacognitive
strategies
Affective
Rebecca Oxford (1990) strategies
02
Applications

Mai Ka
Aptitude, Motivation/Attitudes
Visual and Auditory Aids Positive Reinforcement

Utilize colorful flashcards, Use praise and rewards to


songs, and animated videos to build positive attitudes and
teach basic vocabulary and motivation towards learning
grammar. English.
Learning style and Cognitive style
Differentiated Instruction Analytical and Critical Interactive and
Thinking Activities Kinesthetic Learning
Use varied teaching methods Engage students in activities
to address different learning Incorporate games,
that promote critical thinking storytelling, and role-playing
styles and aptitudes, and problem-solving, such as
combining lectures, group activities that cater to various
debates and research projects. learning styles (visual,
work, and hands-on activities
auditory, kinesthetic, tactile)
Learning strategies
Autonomous and Self- Technology Integration Project-Based Learning
Directed Learning
Encourage self-directed Utilize language learning Engage students in projects
learning where adults can apps, online platforms, and that require using English in
choose their own learning virtual reality for immersive real-world contexts, such as
paths, providing resources for learning experiences. group projects creating a
independent study such as magazine or conducting
online courses. interviews in English.
03
Research Article
Phuong Thannh
Factors affecting students’ attitudes toward learning English as a
foreign language in a tertiary institution of Vietnam

Le, X. M., & Le, T. T. (2022). Factors affecting students’ attitudes towards learning English as
a foreign language in a tertiary institution of Vietnam. International Journal of TESOL &
Education, 2(2), 168-185.
Aim of the research

● Investigate factors affecting Vietnamese learners’ attitudes toward English


learning in a university located in Mekong Delta

● Provide pedagogical implications to educators in order to improve English


teaching and learning in this region
Research questions

“What factors affecting EFL students’ attitudes towards English learning in a


tertiary institution located in the Mekong region?”
Theoretical framework
Previous studies External
factors

The Factors affecting


The present
conceptualization of EFL learners’
attitudes study attitudes

Internal
factors
Research methodology

Sample Research design Research instrument


69 first-year students Qualitative research Structured interview
non-English major design
students
Procedure of data analysis
Research
findings
Implications

● be aware of teacher roles in affecting learners’ attitudes toward English learning


and learners’ learning performance

● oppinities to understand learners’ desires in English learning → results in


appropriate transformations in learning curriculum.
Limitations/recommendations
● Further research should be implemented with the participations of both
teachers and learners in all education levels.

● Student should be recruited in all provinces and cities in Vietnam in order to


enhance the generalizability of the research.

● Cross-culture research should be conducted to compare Vietnamese contexts


to other countries.
Q&
A

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