Tran Minh Quang

SLA
Week 8, Chapter 8: Individual differences
REFLECTION PAPER
Apart from aptitude and intelligence, two of the most defining qualities of any intellectual
process, how one internally perceives and externally reacts to what one is exposed to also
determine the effect of this exposure on oneself. This extends to all facets of language and
language learning and is defined as attitude and motivation. One’s attitude decides how one
responds and, partly, how motivated one is whereas one’s motivation dictates the extent to which
one is invested in what one does. Projected this onto SLA and a linear relationship is derived
where both play a perpetually crucial role in acquisition despite their volatility. Be it intrinsically
driven or extrinsically influenced, motivation is related to orientation or how one is inclined to
view language learning which could be a medium to interact with the language community and
culture for those with an integrative orientation or a means to an end for those instrumentally
oriented. These constructs, varying in definition and various in number as they are, all aim to
describe the nuances on the psychological spectrum of language learners. The more nuanced
language learning is, the more room there is for teachers to influence and facilitate this process
with positivity and productivity serving as its mantra.

Amongst these intangibles, the most influential yet least measurable appear to be personality.
Naturally, personality decides both one’s general attitude and orientation and, by extension,
motivation. Several models have been constructed to provide frameworks upon which how
personality affects SLA could be isolated, framed, defined and measured, from the popular
Myer-Briggs Type Indicator, the “big five” view to the three bi-polar dimensions proposed by
Eysenck. The denominator of these models is the focus on extraversion and introversion as the
two end of the spectrum linguistic output and input, respectively, with the former characterizes
communicative traits while the latter is conducive to information processing and retention. How
one processes and retains information, however, is touted to be subject to other factors, namely
learning style and cognitive style, to contestable extents and at undetermined degrees. A more
concrete and evident element is learning strategies the application of which are consciously done
and the effects of which are therefore, easier to quantify and defined.

A fickle thing, motivation is yet to part with it is to deprive one of one’s purpose for doing
something as arduous as language learning often is. However, as much as all men are not born
equal, not all motivations are equally effective or lasting. Extrinsic motivation, in particular,
seems to be complimentary, rather than deterministic, of language acquisition. That is to say how
learners choose to view and approach the language learning process determines their learning
outcome. This should be in spite of, or at least in tandem with, external influences, those of
teachers included. A teacher, however charismatic or inspirational, can only facilitate and
motivate to limited extents and for limited time. This is not to claim that the learning of anything
can dispense with external motivation and that internal drive is perpetual. Rather, it is the former
that helps to sustain the latter which, in turn, determines not only how the language, but also the
motivation from outside, is perceived and, thus, received. A driven learner will naturally be more
receptive to pep talks from teachers and react more positively to corrective feedback and
instructions.
It is also worth noting that the effect of motivation seems to vary with age with adult learners
more likely to be impacted while children are the opposite on account of the latter’s incipient and
underdeveloped cognitive systems. The role of teachers as motivators to adult learners is,
consequently, should be reviewed as a role model which lead by example and incite self-
betterment, while the pandering cheerleader approach should be reserved only for young learners
whose attention span is as deciduous as their motivation