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Chapter 3 Individual Differences and Call

Chapter 3 Individual Differences and Call. Presented by group 3: Nurbaiti Pramesti Mila Marsiya Nur Iman. The organization of Presentation. Models of second Language Learning and their variables. * The ’Good Language-Learner’ model * ‘Monitor’ model * Brown & Fraser’s framework

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Chapter 3 Individual Differences and Call

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  1. Chapter 3Individual Differences and Call Presented by group 3: Nurbaiti Pramesti Mila Marsiya Nur Iman

  2. 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.

  3. Model with independent learner variables • Naiman, Frohlich, Todesco and Stem (1978) identifies three Independent variables such as: * teaching * learner, and * contact • Dependent variables such as: * learning * outcome

  4. TEACHING Materials Syllabus Methodology Resources THE LEARNERS THE CONTEXT Proficiency -listening -speaking -reading -writing Errors Inter language Affective reasons • Unconscious • Processes • Generalization • Transfer • Simplification • Conscious processes • -Strategies Age Intelligence Aptitude Motivation Attitude Personality Cognitive Style EFL/ESL Opportunities For use Social Milieu

  5. Monitor theory I N P U T M O N I T O R O U T P U T Affective Filter Cognitive Organizers

  6. Krashen (1978,1981,1982,1985;Dulay, Burt and Krashen 1982; Krashen and Terell 1983 There are five hypotheses: 1. The acquisition-learning hypotheses 2. The natural order hypotheses 3. The monitor hypotheses 4. The input hypotheses 5. The affective hypotheses a major source of variation and it depending: attitude, motivation, self confidence and/or anxiety.

  7. Brown & Fraser framework • Scene setting and purpose • Participants individuals and relationships

  8. Levin’s Schematic model • Diagnostic • Prescriptive • Input variable • Output variable

  9. INDIVIDUAL DIFFERENCES AGE ATTITUDES MOTIVATION INTELLIGENCE LANGUAGE APTITUDE PREVIOUS KNOWLEDGE

  10. AGE • Age is One of the stages of life; as the age of infancy, of youth. • The age of learners learning affect their achievement • The children more easily and better than adults to pick up a language

  11. ATTITUDES • Attitude is a position of the body indicating mood or emotion. • Attitude affect the learner’s interaction and language learning achievement in general.

  12. MOTIVATION • Motivation is the activation or energy of goal-oriented behavior • Motivation can come from extrinsic and intrinsic

  13. INTELLIGENCE • Intelligence is the capacity to acquire and apply knowledge • There is a positive relationship between intelligence and language learning achievement

  14. PREVIOUS LANGUAGE • In language learning, one of the factors that encourage someone to learn L2 language, depends on their previous knowledge about their mother tongue. • The argument above is supported by some experts arguments. They are:

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