en

ig c
ll e
e

t
n The term intelligence has

traditionally been used to refer to

I

performance on certain tests .

,
However IQ tests may be related Ap
t
to metalinguistic knowledge than i
.
Specific abilities thought to

t
communicative ability The kind of
predict success in language

u
ability measured by a traditional
learning.

ed
IQ test may be a strong predictor The most widely used aptitude tests have

when it comes to learning that been the Modern Language Aptitude Test

involves language analysis and ( )

MLAT and the Pimsleur Language Aptitude

rule learning . Battery PLAB ( ). All measure the ability to 1)

identify and memorize new sounds , 2)
understand the function of particular

words in sentences , 3) figure out

grammatical rules from language samples

and 4) remember new words .

styl
e
g
n

s
in

It describes an individual s natural habitual and ' , ,

, ,
ra

preferred way of absorbing processing and

retaining new information and skills Reid ( , 1995).

e

LLearners can be dividen in field independent or

,
field dependent according to whether they

tend to separate details from the general

background or tend to see thing more

holistically .

rso
e
P

ilan

Several personality characteristics

have been proposed as likely to affect

t

second language learning such as

, , -
y

inhibition learner anxiety self

,
confidence self esteem empathy - , ,
dominance talkativeness , ,
responsiveness etc , .

Individual
differences
in second
language
ziL
e z
learning
t

at
J ,zaíD h

ezeM a

S
E
U

Instrumental motivation :
T

n
u

H o i l & Juli
t

language learning for immediate

.
a

IT T A
e

or practical goals

Integrative motivation language :

learning for personal growth and

cultural enrichment .
el i e
D
M

b f
r
N
s
e

T
n

Learner beliefs can be strong

I A
V
raeL

mediating factors in their

A TI O N
experience in the classroom.

Recent research on learner beliefs about the role of

grammar and corrective feedback in second language

learning shows a mismatch between students and

' . ,
teachers views Thus learners instructional preferences will '
influence the kind of strategies teachers should use .

uis
q it
c i
a

o
f

n
o

It has been hypothesized that there is

tity
eg

a critical period for second language

n
' ,
e

Learners identities impact on what acquisition called the Critical Period

.
dI

they can do and how they can Hypothesis It claims that there is a

participate in classrooms this , time in human development changes

naturally affects how much they in the human brain which affect the

.
can learn Identities could eventually nature of language acquisition .
lead to their isolation and to

restricted or less powerful

participation in the class comunity .

Toohey (2000) argues that

indentities change over time it s , '

important that the class provides

learning oportunites for every

student .
, .& , . (2011).
. . 53-75
Lightbown P Spada N How languages

are learned Oxford Pp