Individual Factors Affecting Language Learning. Intelligence Aptitude Learning Styles Personality Motivation Left and Right Brain Field.

Individual Factors Affecting Language Learning

Intelligence Aptitude Learning Styles Personality Motivation Left and Right Brain Field Dependence/Independence Learning Strategies Roles

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Language aptitude test

http://www.2lti.com/htm/Test_cb_mlat.htm#13.1

Logical Visual Social Physical Aural Verbal Solitary http://www.learning-styles-online.com/

inventory/

Myers-Briggshttp://www.cpp.com/images/reports/

smp261145.pdfTaylor-Johnson Temperament

Analysis (T-JTA) http://www.tjta.com/

IntrinsicIntrinsic ExtrinsicExtrinsic

IntegrativeIntegrative L2 learner wished to L2 learner wished to integrate with the L2 integrate with the L2 culture (marriage)culture (marriage)

Someone else wishes Someone else wishes the L2 learner to know the L2 learner to know the L2 for integrative the L2 for integrative reasons (parents)reasons (parents)

InstrumentalInstrumental L2 learner wished to L2 learner wished to achieve goals achieve goals utilizing L2 (a job)utilizing L2 (a job)

External power wants External power wants L2 learner to learn L2 L2 learner to learn L2

(Employer)(Employer)

Douglas BrownDouglas Brown

Principles of Language Principles of Language Learning and Teaching Learning and Teaching (175)(175)

1. Future career2. Love for language3. Travel4. Cultural Understanding5. Live in another country6. Good Language learner7. International language8. Improve self9. Meet people10. Make Friends 11. (Top Ten Reasons in UK / 1996 / Coleman)

LeftLeft RightRight

IntellectualIntellectual IntuitiveIntuitive

Remembers NamesRemembers Names Remembers FacesRemembers Faces

Verbal InstructionsVerbal Instructions Symbolic instructionsSymbolic instructions

Objective judgmentsObjective judgments Subjective judgmentsSubjective judgments

PlannedPlanned SpontaneousSpontaneous

Analytic readerAnalytic reader Synthesizing ReaderSynthesizing Reader

Talk and writeTalk and write Draws and movesDraws and moves

Multiple choice testsMultiple choice tests Open-ended testsOpen-ended tests

Controls feelingsControls feelings Free with feelingsFree with feelings

No metaphorsNo metaphors Uses metaphorsUses metaphors

Logical problem Logical problem solvingsolving

Intuitive problem Intuitive problem solvingsolving

http://similarminds.com/cgi-bin/brain.pl

http://www.wherecreativitygoestoschool.com/vancouver/left_right/rb_results.pl

DEPENDENT Perceives globally Makes broad general

distinctions Social orientation Learns materials in

social context Personal experience External goals Needs organization Affected by criticism

INDEPENDENT Perceives analytically Makes specific

concept distinctions Impersonal

orientation Learns as intentional

context New experiences Self-defined goals Self-organized Less criticism

Rebecca OxfordMemoryCognitiveCompensationMetacognitiveAffectiveSocial

Authority•Expert role•Lecture•Deposit knowledge

Patron/Parent•Helper role•Story and lecture•Secret knowledge

Facilitator•Mentor role•Interactive teaching•Free and open knowledge

OutsiderDrill sergeant rolebusyworkBetrayal of knowledge

Teaching Cross-Culturally. Lingenfelter, Judith and Sherwood

OBBEDIENT•Knowledge•Teacher is correct•Fear

CLIENT / CHILD•Relationships•Teacher is honored•Dependency

FREE THINKER•Personal interest•Teacher is effective or not•Enthusiasm or criticism

REBEL•Getting out•Teacher is enemy•Hatred

Teacher Student

Lower inhibitions Fear Not

Encourage risk-taking Dive in

Build self-confidence Believe in yourself

Develop intrinsic motivation Seize the day

Engage in cooperative learning Love thy neighbor

use right-brain processes Get the Big picture

Promote ambiguity tolerance Cope with the chaos

Practice intuition Go with your hunches

Process error feedback Make mistake work For you

Set personal goals Set your own goals

Brown. Principles of Language Learning and Teaching. (137)