Current issue
News
From the Editors June 2022
Invitation
From the Editors September 2022
From the Editors November 2022
From the Editors January 2023
From the Editors March 2023
From the Editors September 2023
From the Editors December 2023
From the Editors September 2024
Archive
About the journal
About us
Focus and Scope
Editorial Team
Open Access Policy
Indexing and points
Contact
Subscription - print version of the journal
Business Model
Ethics statement
THE ROLE OF INDIVIDUAL DIFFERENCES IN LEARNER ACTIVATION OF LANGUAGE LEARNING STRATEGIES
1
Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej
Pope John Paul II State School of Higher Education in Biała Podlaska
Publication date: 2018-07-12
Economic and Regional Studies 2010;4(1):90-108
KEYWORDS
individual differences (IDs)cognitive/learning stylesstrategies for language learning and uselanguage teaching/learningstrategy trainingSSBI
ABSTRACT
Since the early 1970s, it has been clear that there is neither a single, universal method of foreign language teaching/learning nor a single, unified set of techniques that could guarantee all learners’ successful accomplishment of the complex task of language learning. Learners are different and, therefore, even the most thoroughly planned and well designed syllabuses or learning agendas cannot prove fully effective if we ignore the crucial issue of individual learner differences. Apart from the age factor, which determines human cognitive, linguistic, social, and emotional development, there are many other individual variables which seem to influence the learning process and its outcomes.
These comprise the learner’s cognitive/learning styles and personality traits as well as his/her repertoire of strategies for language learning and use. In this series of three articles, the author presents an overview of research studies which show correlations between selected cognitive as well as affective factors and the learner’s individual choice and use of learning strategies. She also discusses implications for foreign language teaching/learning, focusing on the idea of learner strategy training.
REFERENCES (54)
1.
Abraham, R. (1985), Field independence-dependence and the teaching of grammar. TESOL Quarterly, 20, pp. 689-702.
2.
Abraham, R., Vann, R. (1987) Strategies of two language learners: a case study. W: Wenden A. and J. Rubin (red.), Learner Strategies in Language Learning. Prentice Hall, Cambridge, pp. 85-102.
3.
Ausubel, D. (1968), Educational Psychology: A Cogni-tive View. Holt, Rinehart, and Winston, New York.
4.
Bialystok, E. (19900, Communication Strategies: A Psychological Analysis of Second-Language Use. Basil Blackwell, Oxford.
5.
Brown, H.D. (1991), Breaking the Language Barrier. ME: Intercultural Press, Yarmouth.
6.
Brown, H.D. (2000), Principles of Language Learning and Teaching. 4th ed. Pearson Education. Longman, White Plains, NY.
7.
Bruner, J., Goodnow, J., Austin, G. (1957), A Study of Thinking. Wiley and Sons, New York.
8.
Chamot, A. U., Barnhardt, S., El-Dinary, P.B., Robbins, J. (1999), The Learning Strategies Handbook. Addison Wesley Longman, White Plains, NY.
9.
Chapelle, C., Abraham, R. (1990), Cloze method: What difference does it make? Language Testing 7, pp. 121-146.
10.
Chapelle, C., Roberts, Ch. (1986) Ambiguity tolerance and field independence as predictors of proficiency in English as a second language. Language Learning 36, pp. 27-45.
11.
Child, D. (1986), Psychology and the Teacher. Cassell Educational, Villiers House.
12.
Christison, M.A. (2003), Learning styles and strategies. W: Nunan, D. (red.) Practical English Language Teaching. McGraw Hill, New York, pp. 267-285.
13.
Cohen, A.D. (1998), Strategies in Learning and Using a Second Language. Addison Wesley Longman, New York.
14.
Cohen, A.D. and E. Aphek (1981), Easifying second language learning. Studies in Second Language Acquisition, 3(2), pp. 221-236.
15.
Dąbrowska M. (2007), Strategies of Foreign Language Learning and Use: the Educational Value of Strategy Training in Teaching English to Adult Learners. An unpublished Ph.D. Dissertation written under the supervision of Professor Hanna Komorowska. Warsaw University: The Institute of English Studies.
16.
Dickinson, L. (1987), Self-instruction in Language Learning. Cambridge University Press, Cam-bridge.
17.
Dornyei Z. (2005), The Psychology of the Language Learner. Lawrence Erlbaum Associates, Mahwah, New Jersey.
18.
Droździał-Szelest K. (1997), Language Learning Strategies in the Process of Acquiring a Foreign Language. MOTIVEX, Poznań.
19.
Ehrman, M. (1996), Understanding Second Language Learning Difficulties. Sage Publications, Thousand Oaks, CA.
20.
Ehrman, M., Leaver, B.L. (2003) Cognitive styles in the service of language learning. System 31, pp. 393-415.
21.
Ehrman, M., Leaver, B.L, Oxford, R.L. (2003) A brief overview of individual differences in second language learning. System, 31, pp. 313-330.
22.
Ehrman, M., Oxford, R. L. (1995) Cognition plus: Correlates of adult language proficiency. Modern Language Journal 79, pp. 67-89.
23.
Ellis, G., Sinclair, B. (1989) Learning to Learn English. A course in learner training. Cambridge University Press, Cambridge.
24.
Ellis, R. (1985), Understanding Second Language Acquisition. Oxford University Press, Oxford / New York.
25.
Ellis, R. (1992), Second Language Acquisition and Language Pedagogy. Multilingual Matters, Clevedon.
26.
Ellis, R. (1994), The Study of Second Language Acquisition. Oxford University Press, Oxford.
27.
Fontana, D. (1981), Psychology for Teachers. (2nd ed.). The British Psychological Society, Leicester.
28.
Hansen, L. (1984), Field dependence-independence and language testing: evidence from six Pacific island cultures. TESOL Quarterly 18, pp. 311-324.
29.
Hansen, J., Stansfield, C. (1981) The relationship of field dependent-independent cognitive styles to foreign language achievement. Language Learning, 31, pp. 349-367.
30.
Hatch, E. (1974), Second language learning – universals? Working Papers on Bilingualism 3, pp. 1-17.
31.
Jamieson, J. (1992), The cognitive styles of reflection / impulsivity and field independence and ESL success. Modern Language Journal 76, pp. 491-501.
32.
Komorowska, H. (1978), Sukces i niepowodzenie w nauce języka obcego. Wydawnictwa Szkolne i Pedagogiczne, Warszawa.
33.
Komorowska, H. (2002), Metodyka Nauczania Języków Obcych. Fraszka Edukacyjna, Warszawa.
34.
Larsen-Freeman, D., Long, M. (1991), An Introduction to Second Language Acquisition Research. Longman, New York.
35.
Leaver, B.L. (1998), Teaching the Whole Class. 5th ed. Kendall / Hunt, Dubuque, IA.
36.
Littlemore, J. (2001), An empirical study of the relationship between cognitive style and the use of communication strategy. Applied Linguistics 22(2), pp. 241-263.
37.
Naiman, N., Frohlich, M., Stern, H.H., Todesco, A. (1996), The Good Language Learner. Modern Languages in Practice: 4. Multilingual Matters. The Ontario Institute for Studies in Education 1978.
38.
O’Malley, J.M., Chamot, A.U. (1990), Learning Strategies in Second Language Acquisition. Cambridge University Press, Cambridge.
39.
Oxford, R.L. (1990), Language Learning Strategies: What Every Teacher Should Know. Heinle and Heinle, Boston.
40.
Oxford, R.L., Ehrman, M. (1995), Adults’ Language Learning Strategies in an Intensive Foreign-Language Programme in the United States. System 23(3), pp. 359-386.
41.
Peters, A. (1977), Language learning strategies: does the whole equal the sum of the parts? Language, 53, pp. 560-573.
42.
Poulisse, N. (1990), The Use of Compensatory Strategies by Dutch Learners of English. Mouton de Gruijter, Berlin.
43.
Prokop, M. (1989), Learning strategies for second language users. The Edwin Mellen Press, Lewinson, N.Y.
44.
Reiss, M. (1983), Helping the unsuccessful language learner. The Canadian Modern Language Review 39, pp. 257-266.
46.
Schmeck, R. (1988a), Individual differences and learning styles. In Weinstein C., E. Goetz, and P. Alexander (eds.). Learning and Study Strategies. Academic Press, New York, pp. 171-191.
47.
Seliger, H. (1977), Does practice make perfect? A study of the interaction patterns and L2 competence. Language Learning, 27, pp. 263-278.
48.
Skehan, P. (1989), Individual Differences in Second Language Learning. Edward Arnold, London.
49.
Skehan, P. (1991), Individual differences in second language learning. Studies in Second Language Acquisition, 13, pp. 275-298.
50.
Stansfield, C., Hansen, J. (1983), Field dependence-independence as a variable in second language cloze test performance. TESOL Quarterly 17(1), pp. 29-38.
51.
Sternberg, R. (1995), Styles in thinking and learning. Language Testing, 12(3), pp. 265-300.
52.
Sunderland, J. (1994), Exploring Gender: Questions and Implications for English Language Education. (ed.). Prentice Hall, Lancaster University.
53.
Tudor, I. (1997), Learner-centredness as Language Education. Cambridge University Press, Cambridge.
54.
Wenden, A.L. (1991), Learner Strategies for Learner Autonomy. Prentice Hall, Cambridge.
| eISSN: | 2451-182X |
| ISSN: | 2083-3725 |
Digitalization of Economic and Regional Studies/ Studia Ekonomiczne i Regionalne – task financed under the agreement No. 819/P-DUN/2018 by the Minister of Science and Higher Education allocated to the activities of disseminating science.
© 2006-2024 Journal hosting platform by Bentus
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
