language learning variables

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focus on learning and the language learner common features of a good language learner made by: sadullaeva m.a. 1 language learning variables ‹#› focus on learning and the language learner affective relate to emotions and feelings. personality relate to personality traits. cognitive relate to the mental makeup of the person. e.g. motivation and attitudes. e.g. introversion/ extroversion, risk taking, tolerance of ambiguity. e.g. learning styles, intelligence, learning strategies. motivation (1/3) motivation is commonly thought of as an inner drive, an impulse of a desire that moves a person to a particular action. ‹#› focus on learning and the language learner motivation (2/3) integrative motivation: when someone learns a language because they desire to learn more about its culture, its people and language, i.e. they wish to integrate with the target language culture and become part of that culture. instrumental motivation: learning a second language in order to achieve some other …

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and the language learner motivating students in the classroom the content needs to be relevant to their age and level of ability, and the learning goals need to be challenging yet manageable and clear. varying the activities, tasks, and materials to increase students’ interest levels. using cooperative rather than competitive goals to increase students’ self-confidence. cultural and age differences will determine the most appropriate way for teachers to motivate students. ‹#› focus on learning and the language learner attitudes (1/3) attitudes towards the target language people (reference group): positive attitudes will make language learning more enjoyable and effective. if you dislike the reference group you may resist learning their language. ‹#› focus on learning and the language learner attitudes (2/3) attitudes towards your country: ethnocentricity: a belief in the superiority of your own country. if you are ethnocentric you believe that other people should learn your language and not you …

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emselves to input and do not fear producing output. introverts are quiet, fond of books rather than people, reserved and distant. they tend to plan ahead, do not like change and do not like acting on impulse. ‹#› focus on learning and the language learner inhibition vs. risk-taking it has been suggested that inhibition discourages risk-taking, which is necessary for progress in language learning. inhibition is often considered to be a particular problem for adolescents, who are more self-conscious than younger learners. inhibition is a negative force, at least for second language pronunciation performance. inhibition may have more influence in language performance than in language learning. ‹#› focus on learning and the language learner tolerance of ambiguity (1/2) relates to your willingness to tolerate ideas and propositions that run counter to your own belief system or structure of knowledge. intolerance of ambiguity: tendency to perceive ambiguous situations as sources of …

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pendence field-independence see things more analytically. relates to the ability to perceive a particular item or factor in a field of distracting items. field-dependence see things more holistically. tendency to be dependent on the total field so that parts embedded within the field are not easily perceived. ‹#› focus on learning and the language learner research findings (1/2) field independence is related to classroom language learning that involves analysis, attention to details, and mastering of exercise, drills, and other focused activities. field dependence is related to the communicative aspects of language learning that require social outreach, empathy, perception of other people, and communicative skills. ‹#› focus on learning and the language learner research findings (2/2) field dependence and independence may also prove to be a valuable tool for differentiating child and adult language acquisition due to the fact that field independence increases as a child matures to adulthood. ‹#› focus …

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language learner multiple intelligences (2/2) musical intelligence: using music, tones, hearing; producing the intonation and rhythm of a language. interpersonal intelligence: talking with other people, understanding them, using language to communicate. intrapersonal intelligence: self-knowledge, self-confidence, using language to analyse yourself. (gardner, 1993) ‹#› focus on learning and the language learner research findings intelligence, especially measured by verbal iq tests, may be a strong factor when it comes to learning that involves language analysis and rule learning. on the other hand, intelligence may play a less important role in language learning that focuses more on communication and interaction. it is important to keep in mind that “intelligence” is complex and that a person has many kinds of abilities and strengths. ‹#› focus on learning and the language learner learning strategies (1/2) learning strategies are steps taken by students to enhance their own learning. they are moment to moment techniques that we …

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focus on learning and the language learner common features of a good language learner made by: sadullaeva m.a. 1 language learning variables ‹#› focus on learning and the language learner affective relate to emotions and feelings. personality relate to personality traits. cognitive relate to the mental makeup of the person. e.g. motivation and attitudes. e.g. introversion/ extroversion, risk taking, tolerance of ambiguity. e.g. learning styles, intelligence, learning strategies. motivation (1/3) motivation is commonly thought of as an inner drive, an impulse of a desire that moves a person to a particular action. ‹#› focus on learning and the language learner motivation (2/3) integrative motivation: when someone learns a language because they desire to learn more about its culture, its peo...

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