Follow up & check the Last Homework Page:
61- 62……………..about: Lecture 5
•
•
•
•
•
3.4.1 Gender and Power
3.4.2 Age
3.4.3 Audience
3.4.4 Identity
3.4.5 Social Network relation
Sum up:
1. Gender and power
Women use different system
from that of men in:
1. the way of use L
2. Plan narrative
3. Organization discourse(
chat)
4. Accent used by men and
women in different
regions
• 2. Age
• Elders & youger use L
differently
• Elders use proverbs more
then younger.
• Younger have slangs and
modern L usage that elder
haven’t.
3. Audience:
4. Identity
1. When the speaker utters
s/he puts listeners in mind.
So, s/He adjusted the
following:
- Tone- Accent –Style –
Posture-(stop and Walk at
time
- Use accommodations and
notes ( facilities and notes)
People know:
• Personal
• Ethnic
• Political
• Family identities
All affect Language use
Ppl Pay allegiance(faith) to
their family, members of social
group…show forth in their L
pattern and use
Continue:
5. Social Network Relation
• Milroy(1987) notes:
• The interaction of one with
other I the social group
helps to:
• understand the Linguistics
feature and usage.
• Reinforce L
• Spread L.
L use depends on the weak or
strength of ties with network>
Which give strong L influences
L: 6 Individual Differences in LL(P: 65)
Contents About:
1.0 Level of Success
2.0 Methods used to investigate these
differences
3.0 Factors Responsible of these diff.
4.0 Pro-pen-sities ‫نزعات‬for LL (L style)
5.0 motivation
6.0 anxiety (fear- worried- anxious)
7.0 personality
8.0 willingness to communicate
objectives
• Be able to describe the factors for Indiv.
Differences
• The meaning of propensities
3.1 Level of Success(P: 66)
• Level of success differ in both L1 & L2
1. Children:
• vary in their rate of acquisition
• Children full competence in L1
2. Adult:
- For L2 few achieve native like competence
Scholars views about levels of
attainment(reach goal)
• 1. Ellis 2006- notes that:
(Social+ cognitive+ affective)
All are
responsible for differences of level of success.
2.Horwitz 2000 in Ellis 2006:525 says:
Terms like:
1. Good …..bad……Clever….. Dull.. Motivated &
…non motivated
Are factors were used to show the level of success
Now are changed to:
Integrative- instrumentally motivated- anxiousAnd comfortable
She also mentioned:
• Fields of independent
• Field sensitive
• Auditory and visual
All are root or radical shift in the way learners
are viewed.
What was the goal of measuring the
individual differences in AL in the past?
• Horwitz answers : are used to:
• know which learner should be selected for of
FL instruction.
• predict WC learners would succeed in L
aptitude(talent- competence) tests.
She wants the researcher not just:
• To identify the psycholinguistics process of L2
acquisition
• What motivate individual learners selectivity.
•but
but
How this selectivity and process interact in the
performance of diff tasks.
P: 67
Ellis 2000: 526 notes the following:
There are many quantitative methods have
been used to:
(Investigate individual differences)
The best one as Ellis 2006 notes is:
A survey Questionnaire or Test
That contains scaled items :
you expect that learners to respond to them
Why:
• For learners to report on some aspect of
their learning
As in the psychological test (GEFT)
Group Impeded Figure Test
What happened to the data obtained from the
questionairre?
It analyzed
What are the purposes of these tests
what
• Ibd(527) notes that they use to:
1. Identify the relationship among individual diff.
variable.
2. Or identify the relation bw a specific factors
as: motivation- to measure achievement or
proficiency in L2
But: taking care of validity‫ صدق‬-‫ صحة‬/reliability ‫دقة‬-‫–قوة‬
/consistency ‫ اتساق‬-‫ثبات‬of questionnaire/ tests
How to Develop the Questionnaires
Ellis 2006 reported that:
Spolsky’s findings 2000…:
Calls for using Wallace Lambert:
1. motivation questionnaire in 1959 by sitting with
someone drinking a cup of juice in the evening
and interrogate him.
2. 2. using both qualitative and quantitative
methods(as interview- and autobiographies'
narrative
• Ellis notes: that the limitation of using
quantitative
leads
to
qualitative
questionnaire.
3.3
P:68
• They said age is not listed here in language
differences:
• But it affects:
1. learners’ abilities
2. Propensities(‫)نزعات‬
3. Cognitions
4. actions
Beside affecting:
•
•
•
•
Previous learning experiences.
Learning situation.
Actual psychological process
Helps younger learners to be able to access to
a language acquisition device.. While old relay
on general cognitive learning strategies
• In this issue Ellis assumed that age need
special treatment alone.
Cognitive ability for Lang. Learning
Like:
• 1. intelligence
• 2. language aptitude
• 3. memory
Aptitude
• An aptitude(talent )tests done on
children in Bristol by Shekan(1990) and
found that: language aptitude strongly
related to measure FL abilities.
• Saski(1996)Notes that:
“ aptitude(ability to analyze linguistics
structure) and intelligence are related”
Many scholars as Sparks, Ganschow
and Patton (199%5)
• Agree that aptitude ) ‫ كفاءة‬-‫موهبة‬
‫ )استعداد جدارة‬was one of the best
predictions of the grade
achieved by school FL learners.
Carroll (1995) puts 5 aspects of L
aptitude:
1. Phonemic coding ability( store- call back)
2. Grammatical sensitivity(Know the
grammatical function of words and sentence)
3. Inductive Learning ‫حث‬ability(form+meaning)
4. Role Learning ability(to form- remember
****Stenburg (2002) gives 3 types of aptitude:
1. Analytical intelligeence 2. creative
intelligence 3. practical intelligence.
Assessment Exercise(P:69)
• What are the factors responsible for langugae
learning:
• 1.(Social+ cognitive+ affective ‫ )عواطف‬level of
success
• 2. Integrative(‫(تكامل‬- instrumentally motivatedanxious- And comfortable
• 3. motivation. 4. aptitude(ability) see Caroll
slide 27. 5. propensities
2. Assessment Q: Factors responsible
for individual differences :
•
•
•
•
Age affects:
learners’ abilities
Propensities()‫نزعات‬
Cognitive ability (intelligence- aptitude
memory)
• and psychological process
• Action)
3.4
Propensities‫نزعات‬- ‫ميول‬for LL
What does it consist of: as Willing 1989 in Ellis 2006
notes:
1. Learning style
what is learning style???
Is a cognitive and affective(‫ عاطفي‬-‫ مؤثر‬Domains
Relates to individual preferred way to process info.
And deals with other people ans see it as an easy
social interaction and enjoyful.
Willings distinguished independent
people to two types of learners:
• Who See thing holistically and find difficulty
to identify the parts makes whole
• Who Able to see thing analytically and
distinguished the parts that make whole.
This hypothesis of independent
learners advanced to
• That one of those independent L do better in
informal LL… why not in a formal one??
• Bcz:of greater interpersonal skills
• The other in a formal LL, bcz has analytical
skills
• Other scholars they use more dimension
styles.
2. Like: Red 1987 makes a device like
Willing dependent and independent
3. Shekan (1998) grouped these various styles
made by scholars to 3 stages of acquisition:
1. Input
2. Central processing
3. Output/ retrieval
The Q is it just(information process or
knowledge representation)
3.5
Motivation
Ellis says it is an
• Affective domain(‫ (عاطفي‬than a cognitive
factor.
• Orientation(long term goal by L) differs from
motivation.
• Orientation has 2 types(integrative-‫تكاملي‬
instrumental‫)وسائلي‬
• integrative> wish to develop and understand
L2 and culture
• Instrumental> need to learn L2 for some
functional purposes. (job)
• What Motivation intensity ‫كثافه‬strategy?
• Efforts of learners were prepared by teachers
to make learners learn a L and their
persistence ‫ إصرار‬on Learning.
3.6
Anxiety
Eager
• Anxious to learn FL/ SL
• FL Classroom anxiety as seen as situational
anxiety not found in other classrooms
• Bcz:
• - there is a kind of pressure as the limited
experience of proficiency
• Is a threat for learners’ language ego(self)
• Learners’ diary studies is taken
Anxiety P: 71
• - anxiety in classroom when learners feel they
compete with others
• Research shown that anxiety is related to L2
achievement/
• The argument is
• Does anxiety cause poor achievement???
• Or has positive side as Radonfsky in Ellis2006:
3.7
Personality
• Personality as Ellis notes:
• Is a key factor to explain individual differences
What personality variable:
1. Risk taking.
2. Tolerance ‫متسامح‬of ambiguity‫غموض‬
3. Empathy‫متعاطف‬
4. Self esteem‫احترام‬
The personality that has received
most attention is
• Extra- version(((‫نسخة اضافية‬
Seen as a main factor have positive effect on
learning L2 basic interpersonal skills
Extraversion interact easily with other speakers
of L2.
- Introspective (deep) easily study L2
- Then s/he develops their cognitive academic L
proficiency.
Characteristics of extrovert person as stated
by: Ellis in Dewaele and Furlnlham 1999:
1. More fluent than introvert(‫)انطوائي‬
2. Not easily distract ‫شتت اتنباه‬
3. Better equipped psychologically to resist
stress.
4. Have lower level of anxiety
Therefore, they pay more attention to learning
tasks
Now the last factor is
• P: 72
W C
A study done by Dornyei and Kormos
2000
• On Hungarian children found that :
• Hungarian children’s WTC in the
classroom was influenced by their
attitude to task
Ellis (2006:542) concluded that
• Teachers can enhance their
students’ WTC
HOW:
BY
Ensuring hold positive attitude to the tasks
they are asked to perform.
Summary (P: 72)
• Level of success that individual attains differ in both
L1 and L2
• Adult L of L2 only few achieve native- like
competence.
• Quantitative methods were used to investigate
individual differences.
• Ellis notes that the best method is a survey
questionnaire.
• Ellis states that the major difference bw abilities and
propensities that ability is a matter of innate
• Endowment(gift) and is fixed
But
Propensities:
Involve personal preference and are more fluid
‫ففوولد‬
- Learning style is both: 1, cognitive and affective
domain
- Personality is the key factor in explaining
individual differences.
Homework (P: 73)
• About the major propensities for LL and
• How can you help a younger sister of yours
who is not motivated to learn L2?
• Because she is going to do a particular course
in a foreign country????
References P73