УНИВЕРЗИТЕТ ,,ГОЦЕ ДЕЛЧЕВ’’ – ШТИП

ФИЛОЛШКИ ФАКУЛТЕТ– ШТИП

НАСОКА: АНГЛИСКИ ЈАЗИК И КНИЖЕВНОСТ

СЕМИНАРСКИ ТРУД

ПРЕДМЕТ:

МЕТОДИКА НА НАСТАВАТА ПО АНГЛИСКИ ЈАЗИК И КНИЖЕВНОСТ 2

ТЕМА:

Individual Learner Differences

Ментор: Студент:

Проф. Д-р Нина Даскаловска Тамара Тарабунова

Бр. на индекс: 162453

Мај, 2019

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Abstract ............................................................................................................................3

Introduction………………………………………………………………………………….…...4

1. Age…….…....................................................................................................................5

1.1 Young Children ………………………………………………………………………….....6

1.2 Adolescents……………………………………………………………………………….…6

1.3 Adult Learners………………………………………………………………………………7

2. Motivation and Attitude………………………………………………………………….…...8

3. Learning Styles and Strategies………………………………………………………..……9

3.1 Learning Styles………………………………………………………………………….…..9

3.2 Learning Strategies…………………………………………………………………….....10

4. Personality…………………………………………………………………………………..12

Concluding remarks………...…………………………………………………………………13

References……………………………………………………………………………………..14

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 Abstract

It is important for the teachers to know the individual characteristics of the

learners suchlike physical characteristics, perception and ability. Moreover, individual
learner differences such as age, motivation, cognitive style, personality, learning style
and strategies. However, not only individual characteristics play an important role in the
student’s ability to learn. For example, creating an engaging and enriching environment
for students is as important as the other factors. This paper is focused on how a
language teacher must recognize the individual differences in their students in order to
convey effective language learning.

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 Introduction

As mentioned before, it is believed that language learning varies depending on

individual characteristics. Individual differences in terms of personality traits, attitude,
motivation, and learning styles and strategies have played a critical role for successful
second and foreign language acquisition. Some students make rapid progress and
achieve an intermediate level in a foreign language, while others achieve it with more
difficulty and require more effort. The reason for this is their different personalities and
styles. It is important for the teacher to recognize these traits since all these are useful
for both students – easier learning, and teachers – ability to organize learning activities
with the preferred learning strategies. These strategies are considered as tools that
make learning easier, more fun and enjoyable, and more effective on one hand, and
help to increase the ability to recall and use of new information, on the other. They are
regarded as “an extremely powerful learning tool” (O’Malley & Chamot, 1990; Stewner-
Manzanares, Kupper & Russo, 1985; as cited in Griffiths, 2004). In order for a person to
learn a second language effectively they need motivation which means encouraging the
individual to overcome the challenges. The impression about education that teachers
leave on their students is vitally important because of the role in helping children not
only to learn but also to develop into mature and responsible, thinking adults.
Therefore, within individual learner differences, there are a number of factors that
influence foreign language acquisition, according to most authors, age, motivation and
attitude, learning style/strategy and attitude/intelligence are of determinate importance.
However to some other sources, personality and cognitive style play an important role,
too. In the following chapters, the most relevant factors are presented in more detail.

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 1. Age
The age of the students is a major factor in our decisions about how and what to
teach. People of different ages have different needs, competences, and cognitive skills;
we might expect children of primary age to acquire much of a foreign language through
play, for example, whereas for adults we can reasonably expect a greater use of
abstract thought.
There are a number of commonly held beliefs about age. Some people say that children
learn languages faster than adults do i.e. they pick up languages effortlessly. Perhaps
this has something to do with the plasticity of a young brain. According to Steven
Pinker, “acquisition is guaranteed for children up to the age of six, is steadily
compromised from then until shortly after puberty, and is rare thereafter” (Pinker
1994:293), this applies not only to the acquisition of the first language, but also to
second or foreign language.
Another belief is that adolescent are unmotivated, surly, and uncooperative and that
therefore they make poor language learners. And there are those who seem to think
that adults have so many barriers to learning, that they only rarely have any success.
There is some truth in many of these beliefs, but they can also be misleading since,
they suggest that everyone is the same. Every student is an individual with different
experiences both in and outside the classroom.
Many would observe that children are more successful language learners than adults. It
is believed that there is a critical period for first language acquisition. Children are
believed to have only a limited number of years during which normal acquisition is
possible. A critical period means that beyond a particular age successful acquisition of a
second language is not possible due to physiological changes in the brain (Kim et al.,
1997). Moreover, adolescents and adults especially tend to be less motivated and
harder to motivate, more self-conscious when it comes to their speaking skills and are
afraid of making mistakes, while that is not that often the case with younger children. A
more sophisticated version of the critical period hypothesis is the concept of „sensitive‟
period for language learning by Slobin (1982). The sensitive period implies that there is
a period in one’s life (during childhood) when second language acquisition is optimized.
Slobin (1982) argues that of the sensitive period of language learning is proven by the
fact that the universal age of onset of production, rate of acquisition and age of

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completion of language learning is the same and it is relatively unaffected by the
environmental variations and individual cognitive ability.

1.1 Young Children

Young children, especially those up to the ages of nine or ten, learn differently
from older children, adolescents, and adults. For example, they respond to meaning
even if they do not understand individual words, they often learn indirectly rather than
directly, learning from everything around them rather than only focusing on the precise
topic they are being taught. Their understanding does not come only from explanation,
but also from what they see and hear. They are enthusiastic about what they learn and
curious about the things happening around them. They usually have a need for
individual attention and approval from the teacher. Moreover, they are keen to talk
about themselves and their own lives as main topics in the room. However, they have a
limited attention span, unless the activities are extremely engaging they can easily get
bored. In order learning to be efficient, the teacher should work with their students
individually and in groups developing good relationships. Also, the teacher should pay
attention of the classroom environment. The classroom should be bright and colorful,
and with enough room for different activities to be taking place. We might expect them
to be working in groups in different parts of the classroom, changing their activity every
ten minutes or so. Because children love discovering things, and because they respond
well to being asked to use their imagination, they may well be involved in puzzle-like
activities, in making things, drawing, games, in physical movement or in songs.

1.2 Adolescents
It is widely accepted that one of the key issues in adolescence, is the search for
individual identity, which provides the key challenge for this age group. Identity has to
be forged among classmates and friends, peer approval may be considerably more
important for the student than the attention of the teacher which, for young children, is
so crucial.
There are number of reasons why students and teenage students in particular may be
disruptive in class. Apart from the need for self-esteem and the peer approval they may
provoke from being disruptive, there are other factors too, such as boredom, not to

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mention problems they bring into class from outside school. However, teenagers if they
are engaged, have a great capacity to learn, a great potential for creativity, and a
passionate commitment to things which interest them. Our job, as teachers, must be to
provoke student engagement with material which is relevant and involving. At the same
time we need to do we can to bolster our students’ self-esteem. Students should be
encouraged to respond to texts and situations with their own thoughts and experience,
rather than just by answering questions and doing abstract learning activities. We must
give them tasks which they are able to do, rather than risk humiliating them.

1.3 Adult Learners

Unlike young children and teenagers, adult learners have expectations about the
learning process, and may already have their own set patterns of learning. They tend to
be more disciplined than some teenagers, and are often prepared to struggle on despite
boredom. Teachers can use a wide range of activities with them and adults usually have
a clear understanding of why they are learning and what they want to get out of it. Many
adults are able to sustain a level of motivation by holding on to a distant goal in a way
that teenagers find more difficult. Nevertheless, adults are not entirely problem-free
learners, and have a number of characteristics which can sometimes make learning and
teaching problematic. For example, they can be critical of teaching methods. Their
previous learning experiences may have predisposed them to one particular
methodological style which makes them uncomfortable with unfamiliar teaching
patterns. They may have experienced failure or criticism at school which makes them
anxious and under-confident about learning a language. A good teacher would take all
these factors into account. They are aware that their students will often be prepared to
stick with an activity for longer than younger learners. As well as involving their students
in more indirect learning through reading, listening and communicative speaking and
writing. They encourage their students to use their own life experience in the learning
process too. The teacher should minimize the bas effects of past learning experiences.
The fear of failure could be diminished by offering activities which are achievable.

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 2. Motivation and Attitude
Without any motivation or positive attitude, there can hardly be a successful
process of learning. According to Ellis (1985:118), “motivation and attitudes are
important factors, which help to determine the level of proficiency achieved by different
learners.” Savignon (1976:295, according to Ellis, 1985) even declares that “attitude is
the single most important factor in second language learning.”
According to Gardner and Lambert (1972) the following two types of motivation exist:
Integrative: found in individuals who want are interested in the second language in order
to integrate with and become a part of a target community/ culture; here the learner
wants to resemble and behave like the target community. And Instrumental: found in
individuals who want to get learn a second language with the objective of getting
benefits from the second language skill. Objectives, such as business advancement,
increase in professional status; educational goals etc. motivate an individual to learn a
second language in this case. Both the types of motivations have different roles to play.
Both can lead to success.
Various scholars have identified that there are individual learner difference in second
language acquisition. As part of culture, language is described as an element of growing
up. Language is also regarded as an element of culture that provides motivation to
individuals in its own right. Just like any other cultural element, language is acquired
differently from one individual to another. A similar case has been identified for second
languages. In learning second languages, motives, goals and motivation have been
identified and developing differences among individuals. In learning second languages
integrative and instrumental types of motivation influence the individual differently. On
the other hand, individuals conceptualize these types of motivation differently.
Motivation is a variable that determines the level and success of learning a second
language.

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 3. Learning Styles and Strategies
The ways the learner applies while studying are called learning techniques and if
used in combination to develop a plan, are called learning strategies. According to
Oxford (1990), learning strategies are “specific actions, behaviors, steps, or techniques
students use – often consciously – to improve their progress in apprehending,
internalizing, and using the L2”. Some of these are: repeating silently what is heard,
memorizing dialogues, seeking opportunities for communication in the target language,
etc. With regard to preferred learning activities, a learning style of an individual can be
identified.

3.1 Learning styles

Learning style has both a cognitive and an affective dimension and thus reflects
“the totality of psychological functioning” (Willing, 1987); it refers to an individual’s
preferred way of processing information and of dealing with other people.
Based on sensory preference of an individual learner, the following learning styles can
be identified:
Visual – students who prefer to use their sight to receive information;
Auditory – students who prefer to use their hearing to receive information;
Kinesthetic – students who need active movement and involvement to learn;
Tactile – students who like handling objects and use their touch to receive information.
Another classification divides students into innovative, analytical, common sense and
dynamic learners (adapted from Svoboda and Hrehovčík, 2006; Straková, 2004). An
additional set of learning styles have been identified by Knowles (1972 as cited in
Lochart & Richards, 1994):
1. Concrete learning style: Learners with a concrete learning style use active and direct
means of taking in and processing information. They are interested in information that
has immediate value. They are curious, spontaneous, and willing to take risks. They like
variety and a constant change of pace. They dislike routine learning and written work,
and prefer verbal or visual experiences. They like to be entertained, and like to be
physically involved in learning.

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2. Analytical learning style: Learners with an analytical style are independent, like to
solve problems, and enjoy tracking down ideas and developing principles on their own.
Such learners prefer a logical, systematic presentation of new learning material with
opportunities for learners to follow up on their own. Analytical learners are serious, push
themselves hard, and are vulnerable to failure.
3. Communicative learning style: Learners with a communicative learning style prefer a
social approach to learning. They need personal feedback and interaction, and learn
well from discussion and group activities. They thrive in a democratically run class.
4. Authority-oriented learning style: Learners with an authority-oriented style are said to
be responsible and dependable. They like and need structure and sequential
progression. They relate well to a traditional classroom. They prefer the teacher as an
authority figure. They like to have clear instructions and to know exactly what they are
doing; they are not comfortable with consensus-building discussion.
When acquiring a foreign language, learning strategies can be of significant importance.

3.2 Learning strategies

The learning strategies are the strategies a learner selects for language
acquisition. Brown (2000) argues that the choice of learning strategies is strongly
influenced by the nature of their motivation, cognitive style, and personality, as well as
by specific contexts of use and opportunities for learning.According to Oxford (1990:9),
language learning strategies allow learners to become more self-directed; expand the
role of language teachers; are problem-oriented; involve many aspects, not just the
cognitive; can be taught; are flexible; are influenced by a variety of factors.
Oxford (1990) identified six major groups of L2 learning strategies:
1. Cognitive strategies: enable the learner to manipulate the language material in direct
ways, e.g., through reasoning, analysis, note-taking, and synthesizing.
2. Metacognitive strategies (e.g., identifying one’s own preferences and needs,
planning, monitoring mistakes, and evaluating task success): are used to manage the
learning process overall.
3. Memory-related strategies (e.g., acronyms, sound similarities, images, key words):
help learners link one L2 item or concept with another but do not necessarily involve
deep understanding.

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4. Compensatory strategies (e.g., guessing from the context; circumlocution; and
gestures and pause words): help make up for missing knowledge.
5. Affective strategies, such as identifying one’s mood and anxiety level, talking about
feelings, rewarding oneself, and using deep breathing or positive self talk, help learners
manage their emotions and motivation level.
6. Social strategies (e.g., asking questions, asking for clarification, asking for help,
talking with a native-speaking conversation partner, and exploring cultural and social
norms): enable the learner to learn via interaction with others and understand the target
culture.

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 4. Personality
Personality of the learner is another controversial matter being considered a factor
influencing foreign language acquisition. There are a number of personality
characteristics that may affect L2 learning, such as: extroversion vs. introversion, self
esteem, inhibition, risk-taking, anxiety. It is believed that extroverted learners learn more
rapidly and are more successful than introverted learners. Krashen (1981, according to
Ellis, 1985:120) argues that “an outgoing personality may contribute to acquisition.”
However, there are some research results that contradict the above findings. Naiman et
al. (1978, quoted in Ellis, 1985) found no significant relationship between
extroversion/introversion and proficiency. Similarly, social skills and inhibition are
considered segments of one’s personality possibly influencing foreign language
acquisition; however, research findings about their actual effect are rather controversial.
Human personality in all its shapes and colors brings variety to this world. Thus, a
second language learner will make choices of strategies and skills according to bent of
his/her personality. Furthermore, many researchers claim that no successful learning
activity can take place without some self- esteem and self confidence. Coopersmith
(1967) defines self- esteem as a personal judgment of worthiness that is expressed in
the attitudes that the individual holds towards himself/herself. Brodkey and Shore (1976)
revealed that self-esteem appears to be an important variable in SLA, particularly in
view of cross-cultural factors of second language learning. Moreover, anxiety is a factor
that is that is closely related with self-esteem and inhibition and risk-taking. Anxiety can
play an important role in L2 learning if it interferes with the learning process. Even
though it is a common feeling, it is not easy to define. It comes with the feelings of
uneasiness, frustration, self-doubt, apprehension, or worry. A learner’s willingness to
communicate has also been related to anxiety. It is often affected by the number of
people present, the topic of conversation, and the formality of the circumstances.

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 Concluding Remarks
Students are different and they learn in different ways. The question is not whether
students have individual learning styles, but how to deal with them. The first problem
has to do with identifying the differences, and the second entails responding
appropriately to the learning problems created by those differences.
Grady (1984) suggests measures to take in response to the educational problems
caused by individual learning styles. The first is to administer an evaluative, self-
reporting inventory to ascertain students’ learning preferences. The second measure is
to balance instructional strategies. Teachers initiate this approach by making a careful
analysis of the learning preferences of each student. They can choose the type of
materials, techniques, and activities that seem best suited to the students they have in
that particular class and use them when presenting and practicing new material.
Occasionally, however gearing classroom instruction to one learning style for short
periods of time provides opportunities for students to expand their abilities in learning
materials and activities that are not directed toward their preferred learning style.
McDonough (1981) notes that one positive way to deal with individual learning styles is
to diagnose the problems of those students who are achieving below their expected
capabilities. One approach that has great potential is to divide students into groups that
seem to have similar learning styles prior to the opening day of class and then to use
the most effective method in each group. Many broad methodological comparisons
have revealed aptitude - treatment instruction, which means that students with particular
learning styles or aptitudes do better with one method while other students have higher
achievement scores with another. Teachers can also attempt to modify students’
learning styles if they cannot alter the materials or the instruction, or do not want to do
so.

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References:
Griffiths, S. Soruc, A. (2019). Managing Individual Differences in the Classroom.
TeachingEnglish. Retrieved May 2019, from
https://www.teachingenglish.org.uk/article/managing-individual-differences-language-classroom
The Brain and Learning: Individual Differences in Learning Styles.44
Ukessays (2016). Individual Learner Differences in Second Language Acquisition.
Ukessays.com. Retrieved May 2019, from: https://www.ukessays.com/essays/english-
language/individual-learner-differences-in-second-language-acquisition-english-language-
essay.php
Oxford, R.L. (2003). Language learning styles and strategies: An overview. Oxford:
GALA

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