Tshen Tashi (59064485) How Languages are Learned Pasty M. Lightbown and Nina Spada Chapter 3: Individual Differences in Second Language Learning Research on learner characteristics Researchers use a statistical procedure called a correlation to find out how variables like motivation and language proficiency affect individual differences in L2 learning. Individual differences that are inherent in the learner can predict success or failure in language learning. One problem is that, unlike variables such as height or age, it is not possible to directly observe and measure variables such as motivation, extroversion, or even intelligence. Such characteristics are not independent of each other, and researchers have sometimes used the same label to describe different sets of behavioural traits. Perhaps the most serious error in interpreting correlations is the conclusion that one of the variables causes the other. Another difficulty in assessingtherelationshipbetweenindividuallearnercharacteristicsand second language learning is how language proficiency is defined and measured.Another difficulty is how language proficiency is defined and measured.Research on individual differences must also take into account the social and educational settings in which learners find themselves. Understanding the relationship between individual characteristics, social situation, and success in L2 learning is a challenge. Intelligence The term 'intelligence' has traditionally been used to refer to performance on certain kinds of tests. Some research has shown that IQ scores were a good means of predicting success in SLA. Fred Genesee's (1976) found out that intelligence was related to the development of French second language reading, grammar, and vocabulary; it was unrelated to oral production skills. Howard Gardner's (1993) propose that individuals have 'multiple intelligences' and traditional IQ tests have assessed only a limited range of abilities. Language and learning aptitude Recent aptitude measures the ability to identify and memorize new sounds, understand the function of particular words in sentences, figure out grammatical rules from language samples, remember new words. Leila Ranta (2002) found that children who were good at analysing language were the most successful learners in an English second language program. Nick Ellis (2001) has hypothesized that working memory may be the most important variable in predicting success for learners in many language learning situations. Peter Skehan (1989) argues that successful language learners may not be strong in all of the components of aptitude. Marjorie Wesche's (1981) study reported a high level of student and teacher satisfaction when students
