Chapter 3Individual Differences

and Call

Chapter 3Individual Differences

and Call

Presented by group 3:

Nurbaiti Pramesti

Mila MarsiyaNur Iman

The organization of Presentation

Models of second Language Learning and their variables.* The ’Good Language-Learner’ model* ‘Monitor’ model* Brown & Fraser’s framework* Levin’s schematic model

Model with interdependent learner variables * Gardner’s educational model* Skehan’s model * Spolsky’s model

Individual differences.Conclusions

Model with independent learner Model with independent learner variables (the Good Language –variables (the Good Language –

Learner model)Learner model)

• Naiman, Frohlich, Todesco and Stem (1978) identifies three Independent variables such as:

* teaching * learner, and * context• Dependent variables such as: * learning * outcome

TEACHING

THE LEARNERS

THE CONTEXT

MaterialsSyllabusMethodologyResources

AgeIntelligenceAptitudeMotivationAttitudePersonalityCognitive Style

EFL/ESLOpportunitiesFor useSocial Milieu

UnconsciousProcesses-Generalization-Transfer-SimplificationConscious processes-Strategies

Proficiency-listening-speaking-reading-writingErrorsInter languageAffective reasons

Monitor theory

INPUT

AffectiveFilter

CognitiveOrganizers

MONITOR

OUTPUT

Krashen (1978,1981,1982,1985;Dulay, Burt and Krashen 1982; Krashen and Terell 1983

There are five hypotheses:1. The acquisition-learning hypotheses2. The natural order hypotheses3. The monitor hypotheses4. The input hypotheses5. The affective hypotheses a major source of variation and it

depending: attitude, motivation, self confidence and/or anxiety.

Brown & Fraser framework

• Scene setting and purpose

• Participants individuals and relationships

Situation

Scene Participant

Setting (eg.Bytanders,

local and time

Purpose(eg. Buying, lecturing or

Playing a game)

Individuals

Individual quaIndividual

(eg. Personality,Attitudes)

Individual as member of a

Social category(eg. Class, ethnicity

RelationshipBetween

Individuals(eg. SharedKnowledge,

Power)

Levin’s Schematic model

Two major stages:• Diagnostic• PrescriptiveFocus on two variables:• Input variable between learner’s

traits ,abilities and prerequisites• Output variable