Individual difefrences and

SLL

1. Sesa Aisyah Fajrin 20322014

2. Elsa Megi Rahmadani
20322011
3.irma mega utami 20322074
4. Nindi Assabila Tawrofie
20322049
5. Kemal Athallah Candraputra
20322069
6. Arif Alvary 20322009
✦ Intelligence
Kemal Athallah Candraputra 1
These tests are often associated with success in school. and a link between intelligence and second
language learning has sometimes been reportedOver the years, some research has shown that IQ scores
were a good means of predicting success in second language learningThis suggests that the kind of ability
measured by tradi tional IQ tests may be a strong predictor when it comes to learning thatinvolves
language analysis and rule learning but may play a less important role outside the classroom or in
classrooms where the instruction focuses more on communication and interaction.

✦ Language learning aptitude

Specific abilities thought to predict success in language learning have been studied under the title of
language learning'aptitude.For example, come may have strong memories but only average abilities in
language analysisL earners' strengths and weaknesses in these different aptitude components may account
for their ability to succeed in different types of instructional programmes.In the compatible groupings,
students with high analytic ability but average memory were assigned to teaching that focused on
grammatical structures, learners with good memory but average analytic skills were placed in a class
organized around the functional use of the second language.Wesche reported a high level of student and
teacher satisfaction when students were marched with compatible teaching environments. Students were
assessed on three mature of language aptitude: language analytic ability, phonemic coding ability, and
working memory. Lamers in the structured input instruction group received aplicit rule-based grammar
instruction but did not produce the targetf orms.Erlam found that all learners benefited from the
deductive instruction regardless of differences in aptitude. Erlam's findings also showed that learners with
greaterjanguage analytic ability and memory capacity were able to benefit more from the inductive and
structured input instruction on written (but not oral) tests.This supports the hypothesis that learners with
greater aptitude can figure out the rules of language based on input, and that they are able to consolidate
this knowledge without the need to produce language-at least in terms of their written ability.

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 Learning Stye
Elsa Megi Rahmadani 2
Learning styles are natural or habitual ways and individual choices to absorb,
process, and retain information.Learning styles are divided into:Perception-
based learning styles-Individuals can better learn something because they see
(visually)-Individuals can learn better because they listen (auditory)-Individuals
learn by imitating / playing (kinesthetic)Cognitive styleIndividuals described as
field-independent / field-dependent, they tend to separate details from general
background or see things holistically.

 Personality

Personality characteristics have been suggested as possible to influence

second language learning, but they are not easily confirmed in empirical
studies.-Many statements say that extroverts are suitable for language learning,
but research does not always support this conclusion. The observant and quiet
student is more likely to be successful.-Student anxiety is a permanent feature
of learners, a researcher named Peter Madntyre argues that "students who are
nervous will focus on the task at hand, they will not learn as fast as students
who are relaxed". However, some argue that not all anxiety is bad, that certain
tensions can have a positive impact and even facilitate learning.-The willingness
of students to communicate (WTC). WTC can change with the number of people
present, the topic of conversation, the formality of circumstances, and body
condition.-Communicative trust is the attitude of individuals who are willing to
communicate in various conversational interactions. Communicative trust is
formed by 2 variables:1. How relaxed are L2 students2. how competent they feel
about their L2 abilities-Other characteristics such as self-esteem, empathy,
dominance, talkableness, and responsiveness have also been studied
 attitudes & motivationIf Sesa Aisyah Fajrin 3
students have an interest in learning a second language, then the environment around them embodies what
the students are interested in, they will be motivated by themselves. Many studies say that the positive
attitude of students can determine students' willingness to learn. Motivation has several types, namely
instrumental motivation (language learning for direct practical purposes) and integrated motivation
(language learning for personal growth and cultural enrichment through speaker contact for other
languages), the cause of this motivation was found to be related to second language learning.

 motivation in classroom
Because each student has different motivations to learn, the teacher must understand one by one how the
students arouse enthusiasm for learning. Teachers can make a positive contribution to student learning
motivation if the classroom is a preferred place for students because the content is interesting and relevant
to their age and ability level. learning goals that are challenging but manageable and clear, and the
atmosphere is supportive.

 identity and ethnic group affiliation

Identity is the difference in accent from learning a second language. Minority and majority students are
very different in learning languages. For example, Japanese students learn English and native English
speakers are very different in pronunciation/accent.

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 Learner beliefs
Second languages learners are not always aware of their individual cognitive or perceptuallearning styles, but
Arif Alvary 4
virtually all learners, particularly older learners, have strong beliefs and opinions about how their instruction
should be delivered. Research on learner beliefs about the role of granmmar and corrective feedback in second
language learning confirms that there is often a mismatch between students and teachers views. In 2 large-scale
studies Renate Schulz(2001) found that virtually all students expressed a desire to have their errors corrected
while very few teachers felt this was desirable. Shawn Loewen and his colleagues (2009) asked 745 learners of
different languages to express their beliefs about granmmar instruction and corrective feedback. Overall, learners
did not value corrective feedback as much granmmar instruction except for those learning Chinese and Arabic
who valued both. Nina Spada and her research team (2009) have examine not whether learners perceive
granmmar instruction as useful but rather if they have preferences for when it should be taught. The overall
results indicated that both groups of learners preferred integrating attention to granmmar within communicative
practice. The results from the ESL and EFL teachers who also participated in the studies showed that they tended
to share their students views.
 Individual differences and classroom instruction
On a simple practical level, it is not possible for a teacher with 50 students-or even one with 10 students-to
customize instruction to suit the abilities or preferences of each one. There can be little doubt that an
instructional approach that rigidly adheres to a single way of teaching all students and an expectationthat all
students can learn in the same way will deprive some students of learning opportunities. Zoltan Dornyei
(2005) has reviewed the research on individual differences and proposes a number of ways for educators to
help learners make the most of their individual abilities and learning preferences. Teachers can help learners
expand their repertoire of learning strategies and thus develop greater flexibility in their ways of
approaching language learning.

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 The critical period: Irma Mega Utami 5
more than just pronunciation Mark patkowski (1980) ‘’ will there be a difference between
learners who began to learn English before puberty and those who began learning English latter
“. Characteristics and experiences also will influence or explain in a person’s success in learning
a second language.

 Intuitions of grammaticality
Johnson and Newport found that age of arrival in the united states was a significant predictor of
success on the test. students who will score high on their grading assignments, they are also
more likely to grade sentences and identify sentences correctly. Robert DeKeyser (2000) he said
that adult learners learn a second language in a different way from the way children learn a
second language

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  Rate of learning Nindi Assabila Tawrofie 6
Studies show that adults and adolescents learned later than children in the first year
of second language development
However, children can catch up and probably surpass the older if they continue to
have adequate opportunity to use the language.
Thus, adults and adolescents can make considerable and rapid progress in contexts
where they use the language in social, personal, professional or academic interaction

 AGE AND SECOND LANGUAGE LEARNING

Decisions about when to start second language programs in school should be based
on realistic estimates of how long it takes to learn a second language. One or two
hours a week will not produce advanced second language speakers no matter how
young they were when they began. Older learners may be able to make better use of
the limited time they have for second language instruction.
Age is one of the characteristics that determine the way in which an individual
approaches second language learning. But The opportunities for learning, the
motivation to learn and individual differences in aptitude for language learning are also
important factors that affect both rate of learning and eventual success in learning.

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Thank you!