call & individual differences
DESCRIPTION
ICT PPS UHAMKA Assignment 1TRANSCRIPT
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INDIVIDUAL DIFFERENCES and CALL
By Group 3:
ü Zulkifli
ü Eka Margianti S
ü Miftahuljannah
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 modelc. Brown and Fraser’s
frameworkd. 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 modelb. Skehan’s model of influences
on language learningc. 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, Context2. 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:
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The ‘Good Language-Learner’ Model
MaterialsSyllabusMethodologyResources
Unconscious processes-Generalization-Transfer-SimplificationConscious processes- strategies
AgeIntelligenceAptitudeMotivationAttitudePersonalityCognitive Style
EFL/ESLOpportunities for useSocial Milieu
Proficiency-Listening- Speaking- Reading- WritingErrorsInter languageAffective reason
TEACHING
THE LEARNERS
THE CONTEXT
LEARNINGOUTCOME
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Monitor Theory Model (Krashen, 1978)
INPUT
Affective Filter
Cognitive Organizer
MONITOR
OUTPUT
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 RelationshipBetweenIndividuals(shared knowledgepower)
IndividualQua individual(personality, attitude)
Individual asmember of asocial 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
SocialMilieu
Individual Differences Contexts Outcomes
CULTURAL BELIEFS
Intelligence
LanguageAptitude
Motivation
SituationalAnxiety
Formal Languagetraining
InformalLanguage
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
learningImprovement 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 bilingualismRelationship to target language communityAttitude to target languageSocial Class
Opportunities for TL use
Learning Outcome
The LearnerClassrooms
and materials
MaterialsSyllabusMethodology 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
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Social context
Age Personality CapabilityPrevious
Knowledge
Learning Opportunitie
s(formal or
informal)
Linguistic
and
non
linguistic
outcomes
for the learners
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INDIVIDUAL DIFFERENCES A
ge
AttitudesMotivation
Intelligence
Language aptitude
Previous knowledge
Familiarity with computers
Interaction with native-speakers of English
Language used for interaction with the community