call & individual differences - group 3
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INDIVIDUAL DIFFERENCES and CALL
By Group 3:
ü Zulkifli
ü Eka Margianti S
ü Miftahuljannah Saleh
ü Qori Aturrahmah
ü Dhony
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BACKGROUND
Objective : Investigating what factors on
learners/students that may affect the
Computer-Assisted Language Learning
(CALL).
The factors have been studied on the
basis of learner variables which are assumed
to be affecting the language learning
process. And further study observed which
individual variables which should be
considered most relevant in affecting
language learning outcomes
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PREVIOUS STUDIES ON RELATION BETWEEN INDIVIDUAL
DIFFERENCES & LANGUAGE LEARNING
Two types of models of SLA to
individual outcomes:
1. Models with independent learner
variables
2. Models with interdependent learner
variables
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a. The „Good Language-Learner‟ model
b. Monitor Theory model
c. Brown and Fraser‟s framework
d. Levin‟s schematic model.
1.Models with independent learner variables
Distinguishing between individual-related variables and other variables
These models include:
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a. Gardner‟s educational model
b. Skehan‟s model of influences on language
learning
c. Spolsky‟s model of second language learning
2. Models with interdependent learner variables
assuming interrelationship between individual variables
These models include:
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The „Good Language-Learner‟ Model
Consists of:
1. Three independent variables: Learner, Teaching, Context
2. Two dependent variables: Learning, Outcome
“There is a direct link between each of the three „global‟
independent variables and the learning variables.”
Theory:
How the independent variables and which particular sub-
variables affect the learning variable remain unclear.
Weakness:
The ‘Good Language-Learner’ Model
Materials Syllabus Methodology Resources
Unconscious processes -Generalization -Transfer -Simplification Conscious processes - strategies
Age Intelligence Aptitude Motivation Attitude Personality Cognitive Style
EFL/ESL Opportunities for use Social Milieu
Proficiency -Listening - Speaking - Reading - Writing Errors Inter language Affective reason
TEACHING
THE LEARNERS
THE CONTEXT
LEARNING OUTCOME
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Monitor Theory Model (Krashen, 1978)
I
N
P
U
T
Affective
Filter
Cognitive
Organizer MONITOR
O
U
T
P
U
T
Affective
Filter
Self Confidence
Motivation
Attitude
NOTE: Affective filter may cause the
quality of acquisition (output) to be higher
or lower.
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Weakness:
How learner variables affect the learning outcomes
remains unclear.
Variables :
Affective filter (learner variable), input, cognitive
organisers, and output.
Theory:
“Affective filter, being a major source of variation,
may cause the quality of acquisition (output) to be
higher or lower.”
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Brown & Fraser‟s (1979) Framework
Situation
Scene Participants
Setting (bystanders, local, time)
Purpose (buying, lecturing, playing a game)
Individuals Relationship Between Individuals (shared knowledge power)
Individual Qua individual (personality, attitude)
Individual as member of a social category (class, ethnicity)
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Weakness: There is no clear concept of how
factors within this framework interrelate and
affect language use (production).
Variables:
Scene, Participant, Language Choices
This theory examines how individual situational
(consists of Scene and Participant) variables affect
language choices.
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Levin‟s (1977) Schematic Model
Weakness:
It is unclear which input variables that lead to
learners‟ variation in output or how the different
variables influence one another.
Variables:
Input (learner variables) & Output
Theory focuses on describing individual
differences in output, wherein input variables
refer to those that differentiate learners in terms
of traits, abilities, and prerequisites that are
related to successful output-task performance.
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Gardner‟s (1979, 1985) Educational Model
Social
Milieu
Individual
Differences Contexts Outcomes
C
U
L
T
U
R
A
L
B
E
L
I
E
F
S
Intelligence
Language
Aptitude
Motivation
Situational
Anxiety
Formal
Language
training
Informal
Language
Experience
Linguistic
Non-Linguistic
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These models highlight the
interrelationship between variables
(social, individual, and context
variables) in influencing language
learning outcomes.
Variables: social mile (cultural
beliefs), individual
differences, Second language
acquisition contexts, and
Outcomes.
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Skehan‟s (1986, 1989) model of influences
on language learning
Improvement from Naiman‟s „Good Language-Learner‟ model,
however Sekhan highlights the importance of a joined-variables
effect on language learning.
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Expectation of
bilingualism
Relationship to target
language community
Attitude to target
language
Social Class
Opportunities
for TL use Learning Outcome
The Learner Classrooms
and materials
Materials
Syllabus
Methodology
resources
Social Context
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Weakness:
This model does not clearly identify the role of
individual learner related variables and how they
relate to other variables.
Variables:
Classroom and materials, Social Context,
Opportunities for target language use, The
Learner, Learning, and Outcomes.
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Spolsky‟s (1989) Model of Second Language Learning
Variables:
Social context, condition of learner, learning opportunities.
This model examines individual differences resulting from 74
restricted conditions.
His model is based on 5 features:
•All aspects of second or foreign language learning were
combined in a single theory.
• Restricted to the specific domain of second language learning
and focused on individual differences.
•Eclecticism, in which a model of second or foreign language
learning should be “open” to different conditions instead of being
limited to a particular pattern or set of condition.
•Recognising “social context” as an important domain which
affects learning outcomes.
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Two main clusters in Spolsky‟s model:
1. Conditions of social context, i.e.
conditions which influence
learning in two ways.
2. Conditions of learners
Social context
Age Personality Capability Previous
Knowledge
Learning Opportunities
(formal or informal)
Linguistic and non linguistic
outcomes for the learners
Motivation
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INDIVIDUAL DIFFERENCES
Age Attitudes
Motivation Intelligence
Language aptitude
Previous knowledge
Familiarity with computers
Interaction with native-speakers of English Language used for interaction with the community