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INVESTIGATING INDIVIDUAL LEARNER DIFFERENCES

Rationale

In order to develop effective pedagogical techniques and methods, language teachers,

indeed teachers of any subject, need an awareness and understanding of the individual

differences that characterise their learners. Considerable research has been conducted

into the area of individual differences in language learning and in fact differences

such as foreign language aptitude and motivation have been found to be the most

consistent predictors of second language learning success. Thus language teachers

would benefit from an understanding of learner differences both from the point of

view of offering equal access to education by understanding effective strategies that

can address problems of low levels of academic achievement, and as a means of

enabling language learners to achieve their full potential.

Overview

This course is appropriate for practising teachers and new teachers who are interested

in language learning and teaching issues. The course examines a range of

psycholinguistic and sociolinguistic differences found among learners considering

them in the context of the second language classroom and the implication of these

differences implications for language teaching pedagogy. In particular this course

enables students to explore what theory and research tell us about the relationship

between language learning and language aptitude, language attitudes and

motivation, age, gender and language learning strategies and considers how theseindividual variables interact with the language learning process. The course links

closely to Language and the Learner offering an opportunity to consider the

relationship and implication of central theories and concepts in Language Learning to

the individual learner. The course offers the opportunity to consider learners as

individuals and to discuss and develop pedagogical approaches that take into account

learner commonalities and differences and to situate the individual differences in the

wider context of general language teaching and learning theories. After an overview

of the field, each session considers a different aspect of individual learner differences

examining the theory and research and drawing out the practical implications for

teaching practice.

Learning outcomes

By the end of this course students will be able to:

Demonstrate critical understanding of the theories underpinning the outlinedindividual learner differences

Apply broad theories of language learning to the specific field of individuallearner differences

Explore the relationship between individual differences and language learningoutcomes

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Understand how individual differences can help or hinder learning outcomes Analyse research studies that pertain to each of the key areas outlined above Evaluate research methodology used for the investigation of individual

differences and develop their own research proposals for investigating this

area Critically analyse their own teaching context and draw implications from

research in individual differences to this specific context

Develop language teaching strategies and techniques to practically addressindividual learner differences

Course content

1. An overview of individual differences theory and research2. Age3. Gender4. Aptitude5. Attitudes and motivation6. Anxiety7. Language learning strategies8. Investigating individual differences as a practitioner in the classroom

Assessment

4,000 words

Provide a brief overview of research into one particular aspect of individual learner

differences examined on the course. Then select two relevant studies to critically

consider in more detail. What are the implications of the studies you have chosen for

teaching practice? How do they specifically relate to your own professional context?

In light of your discussion so far design a 1 hour lesson plan that demonstrates your

application of the research in this particular learner difference area to your teaching

practice.

OR

Provide an overview of research into one particular aspect of individual learner

differences examined on the course. Identifying a gap in the research, design a

research study you could carry out in your language teaching classroom to investigate

a specific aspect of your chosen individual difference. Explain how the study might

inform and impact on your professional practice.

Level: Postgraduate (level 11)

Number of credits: 20

Mode of delivery: 8 x 1hr lecture; 8 x 2hr workshop

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Reading list

Core text

Drnyei, Z. (2005) The Psychology of the Language LearnerLondon: Routledge

Supplementary reading:

1. Drnyei, Z. & Ushioda, E. (2011)Motivation to learn another language:current socio-dynamic perspectives In Teaching and Researching Motivation

London: Longman pp. 74-88

2.

Gardner, R.C. & Lambert, W.E. (1959) Motivational variables in secondlanguage acquisition Canadian Journal of Psychology 13, pp.266-272

3. Gardner, R.C., Tremblay, P.F. & Masgoret, A. (1997) Towards a full model ofsecond language learning: an empirical investigation The Modern Language

Journal81, pp.344-362

4. Graham, S. and Macaro, E. (2007)Designing Year 12 strategy training inlistening and writing: from theory to practice. Language Learning Journal, 35

(2). pp. 153-173

5. Grenfell, M. & Macaro, E. (2007) Claims and Critiques In A. Cohen & E.MacaroLanguage Learner Strategies: 30 years of Research and PracticeOxford: Oxford University Press

6. Macaro, E. (2000) Learner Strategies in foreign language learning: crossnational factors Tuttitalia 22, 9-18

7. Muoz, C. (2008) Age-related differences in foreign language learning.Revisiting the empirical evidenceInternational Review of Applied Linguistics

46 (3), pp.197-220

8. Ortega, L. (2009) Age In Understanding Second Language AcquisitionLondon: Hodder Education pp. 12-299. Skehan, P. (2002) Theorising and updating aptitude In P. Robinson (Ed.)

Individual Differences and Instructed Second Language LearningAmsterdam:

Benjamins

10.Callaghan, M. (1998) An investigation into the causes of boysunderachievement in FrenchLanguage Learning Journal17, p. 2-7

11.Clark, A. & Trafford, J. (1996) Return to gender: boys and girls attitudes andachievementsLanguage Learning Journal14, pp.40-49