Learner´s Variables in Second Language Acquisition

Among the different Learner’s variables that intervene in the process of acquiring a

second Language I have to mention that these come from cognitive and affective factors,

such as intelligence, aptitude, personality, motivation and attitude, learner preferences,

learner beliefs, age of acquisition. Taking a look at them I wonder if there are personal

characteristics that make one learner more successful than another and which

characteristics are more associated with success in second language acquisition. To give

answers to these enquiries I encounter that is not possible to observe as well as measure

directly the qualities mentioned above i.e. motivation, personality, aptitude, intelligence.

They are in the field of behavior. They are not necessarily related to each other and If they

occur together that does not mean they are connected.

The critical period: “A biological determined period of life when Language can be

acquired more easily and beyond which time language is increasingly difficult to acquire”.

(Lenneberg, 1967) so It seems that this period is a natural one and It is not supposed to be

related to any specific attitude or even motivation-like behavior in other stages of learners

life.” Success in learning is entirely predicted by the age at which begins”. (Johnson and

Newport, 1989). According to this author all of the accomplishments a learner can have is

on behalf of an early exposure to the second language, it facilitates acquisition. “Students

who had received an early English education performed better on the English listening test

taken compared to those who had not” (Yang, 2004). However, initial ages do not matter

and it seems that motivation is a crucial factor: “no significant effect of years of exposure

on Language performance for learners beyond the first few years of exposure”. (Johnson
and Newport, 1989). I consider that motivation is a stronger element than early acquisition

as my most motivated students in class. Another variable is intelligence as is measured

through IQ tests (intelligence quotient); this type of intelligence is traditional and only

measures verbal and linguistics, mathematical and logical aspects; nevertheless,

intelligence can be referred as bodily-kinesthetic, musical, intrapersonal and interpersonal.

Some findings about intelligence in second language acquisition show that intelligence is

complex and a person has various strengths and abilities, such as the spatial or interpersonal

ones; thus, a learner can be successful in IQ tests where It demonstrates their knowledge of

rules of the language, but he or she can be a successful learner using other intelligences to

perform better in communicative and interactional tasks. Concerning aptitude, which is the

potential of achievement; this is measurable by tests in which results show us the prediction

about a learner achievement. Personality, affects learning and some factors are introversion

and extroversion, self-esteem, empathy, for instance. Some research has shown that

extroversion is a positive factor whereas inhibition is a negative one. A Lerner´s belief is

another variable that strongly mediates in SLA.

As far as I am concern all of these findings and variables are part of my students

learning because those that are the successful ones possess them and develop them; it is like

a kaleidoscope of variables to take into account when helping my students to achieve good

results.