A brief overview of individual differences in second language learning

Ehrman, Madeline; Leaver, Betty Lou; Oxford, Rebecca L.

doi:10.1016/s0346-251x(03)00045-9

Cited by 370 publications

(261 citation statements)

References 26 publications

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“…One such trend is a focus on the various influences of individual differences to learning a L2, which for Ehrman, Leaver and Oxford (2003) is very complex, such that it "meant little conclusive knowledge and thus need for continuing investigation" (p. 313).…”

Section: Introductionmentioning

confidence: 99%

Are Filipino Students’ L2 Learning Goals Performance- or Mastery-oriented? An Explanatory Sequential Analysis

Macayan

Quinto

Otsuka

et al. 2018

GEMA

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Whether students' goals for learning English as a second language (L2) are oriented towards performing better than others or mastering one's skills had not been traditionally investigated in language motivational research. Premised on Pintrich's (2000) revised achievement goal theory, this explanatory sequential research (Creswell, 2014) examined the influence of learners' goal orientation in L2 to their writing and speaking performances. 162 Filipino students enrolled in an English for Academic Purposes (EAP) course in a University in Manila participated in the study. They initially accomplished the Goal Orientation in A L2 Scale (GOALS) developed to fit the current context, α= .93. Then, they took two language tests, i.e., a group conversation in English for L2 speaking and an individual essay for L2 writing. Both were administered in the EAP classes as an entry requirement. Analyses yielded significant results on the influence of goal orientation on both speaking and writing. Results suggest that students with a performance orientation to L2 learning performed significantly better than those with either a mastery or a multiple goal orientation. In keeping with the sequential design, the researchers proceeded with semi-structured interviews among nine purposefully selected respondents to understand the quantitative results in greater detail. The follow-up interviews focused on two aspects of the statistical results: maladaptive influence of multiple orientation and the adaptive influence of performance orientation in L2 learning. The paper closes with implications for research and language teaching.

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Section: Introductionmentioning

confidence: 99%

Are Filipino Students’ L2 Learning Goals Performance- or Mastery-oriented? An Explanatory Sequential Analysis

Macayan

Quinto

Otsuka

et al. 2018

GEMA

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“…Every type of syllabus involves positive aspects and shortcomings. Additionally, individual teachers and learners might be more suited to any of these types, depending on their cognitive style or other individual differences (Ehrman, Leaver and Oxford, 2003;Winke, 2007). The option put forward by TEFL (Teaching as a Foreign Language) literature is to implement a negotiated or eclectic syllabus (Can, 2012;Kumaravadivelu, 2001Kumaravadivelu, , 2006Nation and Macalister, 2009;Richards, 2013), which does not involve a return to structural grammars or traditional methodologies.…”

Section: Syllabus Design In the Postmethods Eramentioning

confidence: 99%

Syllabus Design for Pre-service English Language Teachers in Spain

Agulló¹

2018

@tic

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En este artículo se describe el proceso para que los futuros profesores de lenguas extranjeras (inglés) de Educación Secundaria aprendan a diseñar programaciones didácticas adaptadas al contexto español, según la ley educativa más reciente (LOMCE). Considerando la multitud de propuestas de métodos de enseñanza desde principios del siglo XX, y las continuas reformas educativas en España, los futuros profesionales de la enseñanza deben adquirir las competencias y habilidades necesarias para el desarrollo de programaciones que se adapten a las diferentes leyes, al mismo tiempo que se incrementa su autoestima y maestría en el aula.Palabras clave: era post-método; diseño curricular; programación didáctica; enseñanza de inglés; España Resum En este treball es descriu el procés perquè els futurs professors de llengües estrangeres (anglés) d'Educació Secundària aprenguen a dissenyar programacions adaptades al context espanyol, con la llei educativa actual (LOMCE) Considerant la multitud de propostes de mètodes d'ensenyança des de principis del segle XX, i les contínues reformes educatives a Espanya, els futurs professionals de l'ensenyança han d'adquirir les competències i procediments necessaris per al desenrotllament de programacions que s'adapten a les diferents lleis, alhora que incrementa la seua autoestima i la seua mestria en l'aula.Paraules clau: era post-mètode; disseny del pla d'estudis; programació didàctica; ensenyament d'anglès, Espanya Abstract This paper describes the steps involved in designing educational programs for pre-service English language teachers in Secondary education within the Spanish context, following the current educational law (LOMCE). Considering the century-long search for the best method within TEFL (Teaching English as a Foreign Language), and the continuous reforms of educational laws in Spain, pre-service teachers must learn the competences and skills essential for designing of their own teaching program. The series of steps described here will enable teachers to show accountability to educational authorities and increase their self-confidence, subsequently improving their craft in the language classroom.

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“…More recently, Ehrman et al (2003) came to the conclusion that: a given learning strategy is neither good nor bad; it is necessary neutral until it is considered in context. A strategy is useful under these conditions: (a) the strategy relates well to the second language task at hand, (b) the strategy fits the particular student's learning styles preferences to one degree or another, and (c) the student employs the strategy effectively and links it with other relevant strategies.…”

Section: Learning Strategies Across Culturesmentioning

confidence: 99%

Learning English as a Foreign Language: Cultural Values and Strategies in the Chinese Context

Yang¹

2007

ASS

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Research on language learning strategies is not new. Numerous books have been written on the process of learning and the efficiency of learning English. Some English learning strategies are discussed in this paper to identity how they are defined and used and how they are determined by contexts and cultures.Culture plays an important role in language learning and this leads to various learning strategies. Learning strategies used in one culture might be different from another, but, the central points are to achieve goals and purposes in learning.

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A brief overview of individual differences in second language learning

Cited by 370 publications

References 26 publications

Are Filipino Students’ L2 Learning Goals Performance- or Mastery-oriented? An Explanatory Sequential Analysis

Are Filipino Students’ L2 Learning Goals Performance- or Mastery-oriented? An Explanatory Sequential Analysis

Syllabus Design for Pre-service English Language Teachers in Spain

Learning English as a Foreign Language: Cultural Values and Strategies in the Chinese Context

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