Differences in Learners

Language Acquisitionby

Fernanda Dávalos

1. AGE

Younger learners:

Achieve higher levels in learning L2

Develop more native-like grammatical intuition

Are more successful in informal L2 learning

Are less inhibited Receive more simplified language

input

Older learners:

Learn faster because of their learning capacity and better memory

Have a greater analytic ability Are more successful in formal

learning Older have more L1 knowledge

and world knowledge Understand and apply grammar

rules in a better way.

2. SEX

WOMEN

Are better than men in verbal fluency

Are better at memorizing complex forms

Have better semantic intrepretive skills

Have higher levels of articulatory and motor ability.

MEN:

Men’s brains are more asymmetrically organized for speech

Are better at computing compositional rules

Have higher androgen levels which relates with better automatized skills.

3. APTITUDEAssumption to have a talent for language

learning, it has 4 components:

Phonemic coding ability

Inductive L learning activity &

grammatical sensitivity

Associative memory capacity

Capacity to process

auditory input into segments which can be

stored and retrieved

Concerned with central processing: identify patterns,

make generalizations,

recognize grammatical

functions, etc.

How linguistic items are

stored and how it is used

in output.

4. MOTIVATIONLevel of effort learners

expend to achieve a goal

INTEGRATIVE INSTRUMENTAL ALTRUISTIC

Communicative needs, desire to

travel, curiosity in learning an L2

Purely practical value in learning L2, for example

for business.

Interest in learning L2 for emotional

or affective reasons

5. COGNITIVE STYLE

Preferred way of processing: perceiving,

conceptualizing, organizing and

recalling information

Are identified as pairs of traits. Individualas

are not in the extremes but somewhere in

between

It is closely related to personality factors

and learning strategies

Field dependent Field independent

Global Particular

Holistic Analitical

Deductive Inductive

Focus on meaning Focus on form

6. PERSONALITYHas two poles and learners are

somewhere in between

Anxious self- confidentRisk avoiden risk takingShy adventuresomeIntroverted extrovertedInner directed other directedReflective impulsiveImaginative inquisitiveCreative uncreativeEmpathetic insensitiveTolerant of ambiguity closure oriented

Less anxiety = more self confidence

Low anxiety+high

self confidence increases

motivation

Higher anxiety=

lower levels of success

Poles depends on the group of

learners

7. LEARNING STRATEGIESAre influenced by

motivation, cognitive styles and

personalities

Not all the Strategies are not equal, some are more effective depending on the

context and learner

Are culturally based: experiences,

circumstances, education,etc.

Metacognitive Cognitive Social Affective

Regulates language by planning and

monitoring, previews a concept

in anticipation, rehearse linguistic components,etc.

Involves interaction. Seeks opportunities to speak with native

speakers, works with peers, request

explanation, etc

Use direct analysis or synthesis.

Repeats after a language model, uses translation,

relates words L1-L2, creates images, etc