differences of learners
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Differences in learners
age
childrenhave only a limited number of years during which normal acquisition ispossible. Beyond that, physiological changes cause the brain to lose itsplasticity,
older learners may haveinclude higher levels of pragmatic skills and knowledge of L1, which maytransfer positively to L2 use.
Women are better L2 learnes.
Better in memorizingcomplex forms,
better at computing compositionalrules
This belief is probably primarily a social construct.
hormonalvariables
higher androgen level correlates with better automatizedskills
high estrogen with better semantic/interpretive skills
aptitudePhonemic coding ability
The ability to understand by listening and produce a target language.
Inductive language learning ability and
grammatical sensitivity
The ability to organize, assimilate and recognize elements in the central process
Associative memory capacity
The ability to get new vocabulary and practice with it.
motivationSome learners are more succesful than others
interestTo integrate a dominant group
satisfaction which results
Cognitive styleDeductive (or “top-down”) processing begins with aprediction or rule and then applies it to interpret particular instances ofinput.
Inductive (or “bottom-up”) processing begins with examininginput to discover some pattern and then formulates a generalization orrule
Lower anxiety levelsmight very well
facilitate language learning;
Small-group performance
generates lessanxiety than whole-class
activity.
Low anxiety and high self-
confidence increase student
motivation tolearn.
there is some evidence that being imaginativeor creative, empathetic, and tolerant of ambiguity is advantageous.
personalities