Principle 9.

Instruction needs to take

account of individual differences in learners
Principle 9. Taking into account individual
differences

Individual differences (IDs) are characteristics or

traits whereby individuals differ from each other

The most consistent predictors of L2 learning success

Principle 9. Taking into account individual
differences- PERSONALITY

 The most individual characteristic of a human being

 The complex of all the attributes that characterize an

individual, determining his/her feelings, thoughts,
and behaviour
Principle 9. Taking into account individual
differences- PERSONALITY
 Extroversion (i.e. sociable, carefree, impulsive, and
looking for excitement and change)
 Introversion (i.e. reserved, serious, introspective,
and reflective. Planning their actions and controlling
their emotions)
Principle 9. Taking into account individual
differences- PERSONALITY
How do you think
extroversion and
introversion affect the
ability to learn another
language?
How can they be addressed
in the classroom?
Principle 9. Taking into account individual
differences- PERSONALITY
Principle 9. Taking into account individual
differences- PERSONALITY
Principle 9. Taking into account individual
differences- PERSONALITY
 Personality questionnaires:
 Myers-Briggs Type Indicator
(extroversion-introversion, sensing-intuition,
thinking-feeling, and judging-perceiving)
16 types of personality
Principle 9. Taking into account individual
differences- COGNITIVE AND LEARNING
STYLES
 Reid’s (1987) perceptual learning styles

1. Visual learning
2. Auditory learning
3. Kinaesthetic learning
4. Tactile learning
Principle 9. Taking into account individual
differences- COGNITIVE AND LEARNING
STYLES
1. Visual learning:
Principle 9. Taking into account individual
differences- COGNITIVE AND LEARNING
STYLES
2. Auditory learning:
Principle 9. Taking into account individual
differences- COGNITIVE AND LEARNING
STYLES
3. Kinaesthetic learning

4. Tactile learning
Principle 10. In assessing learners’ second
language proficiency, it is important to
examine free as well as controlled
production
Principle 10. Examining free and controlled
production
 Norris and Ortega (2010). 4 types of measurement:

1. Metalinguistic judgement (e.g. a grammaticality

judgement test)

2. Selected response (e.g. multiple choice)

3. Constrained constructed response (e.g. gap-filling

exercise)

4. Free constructed response (e.g. a communicative task)