Individual Differences and Second Language Acquisition - Essay Example

Topic: Individual Differences and Second Language Acquisition s Lecturer’s Table of Contents Tableof Contents 2 Introduction 3 Factors affecting Individual Differences 3 Age 3 Learning Styles 4 Individual Motivation 5 Learning Strategies 6 Sex 7 Aptitude 8 Personality 8 Conclusion 9 References 10 Introduction The degree of second language acquisition relies on numerous factors that are shaped through nurture. Individual variations comprise of factors such as motivation levels, age, sex, personality, learning styles and learning strategies. These are the factors that influence and explain why some people are quick to learn and speak the native language, while others have difficulties in doing the same (Zafar & Meenakshi, 2012). Even though humans are not homogenous; the variations in styles and personalities contribute tremendously in the variation. The conditional or biological factors enhance the differences amid humans, and there are ways that individuals use to learn their variations, although their interaction and introspection with other individuals can be similar. In this regard, it is crucial to evaluate the individual differences that influence second language acquisition. Among the factors that will be evaluate include; age, learning styles, individual motivation, learning strategies, sex, personality and aptitude. Factors affecting Individual Differences Age One of the most influential individual differences that affect the acquisition of second language is age. Ehrman, Leaver and Oxford (2003) hold that children and young individuals have a better chance of acquiring a second language as compared to older individuals; the argument is that there is a certain age limit at which children have the ability to acquire a second language at a faster rate. Beyond that age, physiological transformations in the brain force it to lose its capacity to intake new functions of acquiring a new language. For persons that have been deprived off the ability for linguistic input require a trigger that enhances the acquisition of the first language and this occurs at a critical period. Zafar and Meenakshi (2012) cite a case in which a 13 year old girl that had been abused and kept away from any languages was rescued; unfortunately, regardless of the numerous efforts to teach her the first language so as she would communicate, Genie never learnt the language. This finding led to a long and controversial debate which sought to determine the appropriate time in which an individual can acquire a new language. In other words, scholars held that there is a critical period at which an individual can acquire a new language and it is controlled by the physiological transformations that take place in the brain. The explanation given is that as an individual becomes older, the level of self-conscious increases and it hinders the ability to learn a second language. The sensitive period of acquiring a second language even though it is not influenced by the cognitive ability of the individual or the environmental variations, it is affected by self-consciousness. This explains why, it is difficult for a child that has been deprived the ability and chance to acquire any language such as Genie cannot learn a new language. After being released from solitary where she was kept since childhood and never given a chance to learn any language, Genie had difficulties learning any language, although she was 13 years old. Saville-Troike (2006) holds that older second language learners can attain native-like proficiency, even though they definitely comprise a minority of the second language learners. Learning Styles Learning styles influence the ability of individuals to acquire a second language, because it is based on the cognitive variations utilized in learning the second language. Each person has a preference and this affects the manner in which they process and conceptualize and relate the information that they learn. According to Tarone (2007) learning styles are the general patterns that offer direction on the learning behavior that a person adopts and explains reasons some second language learners are more successful in acquiring the language than others. The idea is that learning a second language comprises of a complex association and interaction of the learning and social contexts. Concrete learning style is one of the factors that affect the acquisition of a second language and it involves direct and active means of processing information. Learners that utilize this style are interested in the information that offers immediate value, which is enhanced by their spontaneous, curious and are willing to always take risks. Analytical learning style is the other style that second language learners adopt and it involves problem solving, independent and tracking down ideas and generating principles on their own (Dewaele, 2009). For these learners systematic presentation and logic are the most crucial factors of acquiring the new language, meaning that they are hard on themselves and are afraid of failure. The next is communicative learning style and it involves second language learners that adopt a social framework of learning and they require feedback and constant interaction because they learn from the group activities that they engage. Last is the authority-oriented learning style and it comprises a group of second language learners that are dependable and responsible. However, this group of learners need and like a structure that will help them attain their sequential progress; this explains why they believe a traditional classroom will make it easier for them to learn a second language. Individual Motivation Motivation is an influential factor that affects the acquisition of second language, but it takes two forms integrative and instrumental motivation. Integrative dimension of motivation composes of goal-orientation and attitude towards the second language; in a situation where an individual has positive attitude towards the second language, meaning he will likely acquire it. Instrumental dimension motivation is the perceived pragmatic benefits of second language proficiency and it reflects the recognition that most learners use it as a driving force (Zafar & Meenakshi, 2012). The idea is that motivation pushes the inner need to acquire the second language, meaning that the learners are self-driven and determined to learn the second language. Learning Strategies In any class or learning activity, the strategies adopted determine the result. Similarly, learning strategies for second language learners are crucial as they help them attain their goal, within the shortest time possible. Tarone (2007) asserts that the learning strategies selected is affected by the level of motivation, personality and the cognitive style of the learners. A number of studies that evaluate second language acquisition venture on establishing the appropriate strategy that will be utilized and which will meet the expectation of the learners. Among the learning strategies that an individual can adopt include self-directed engagement required for developing the communicative capacity of the identified strategy, such as a cognitive strategy. Cognitive strategies function directly on the information that the second language learners wish to acquire. This strategy is enhanced through constant repetition, and the second language learners imitate the speech of other people, in the language that they are learning (Zafar & Meenakshi, 2012). Resourcing is the cognitive strategy that second language learners utilize and it involves using materials such as the dictionaries and other learning materials that can make it easier to learn the second language such as audio and video materials. The other cognitive strategy is translation of the materials of the second language into the first language to make it easier to comprehend the meaning of the material. The other learning strategy is meta-cognitive strategies include the skills utilized for planning, monitoring and analyzing the learning activity for the second language learners. The strategy involves directed attention whereby the learner decides to focus on the overall aspects of the learning task. Self-management is the other strategy and it involves the organization of the appropriate learning conditions, meaning that the learner creates an environment in which the learner feels comfortable to learn (Zafar & Meenakshi, 2012). However, this is made possible through self-reinforcement and self-evaluation, meaning that the individual utilizing this strategy has made up his mind to acquire the second language and is not being pressurized to do it. Affective and social strategies are the other learning strategies that second language learners utilize in an effort to attain their goal. It involves the interaction of the learner with other people who assist him to acquire the second language and apply control such as questioning. The assisting party asks questions in order to clarify what the learner is learning and to ensure that he understands. Self-talk and cooperation with other peers learning the second language make it easier for the learners to acquire the language as it reduces the anxiety of having to do it alone (Zafar & Meenakshi, 2012). However, there is a distinction amid learning strategies and styles; in that the learning styles are characterized with consistency while learning strategies involve tendencies and preferences, which distinction one learner from the other, meaning that an individual learner needs to adopt a strategy that aligns with the goal he seeks to attain. Sex Gender is other individual difference that affects the learning of a second language. The comparison of male and female learners shows that females are more integrated. This means that females easily acquire the second language as compared to their male counterparts, even when they are of the same age. The reason females acquire a second language easily than males is because they have a positive attitude and motivation, which makes them pay a lot of attention on what they intend to attain. Dewaele (2009) purport that males and females are born with linguistic variations and this is indicated by the fact that females learn to speak before males, and they have a better chance of learning foreign language faster and easily. Dornyei (2006) asserts that females are superior in all aspect relating to acquisition of language, but they have difficulties listening to vocabularies; in addition, women have a high rate of motor ability, because they have high estrogen levels. In essence, this assertion explains why more female immigrants than males have the ability to speak clear English. Aptitude Aptitude is the exercise or test that second language learner must undertake in order to be considered qualified. Aptitude tests have always been a requirement while an individual applies for a visa to migrate to a new country, regardless of the reasons for which they are travelling. The idea behind aptitude is to ensure that the individual can communicate with the people he is visiting. Some of the aptitude tests that have been utilized include IELTS and TOEFL and they mostly focus on the English language, which is used internationally (Zafar & Meenakshi, 2012). Conversely, a new aptitude was developed to make it easier to determine the easy with which an individual would acquire a second language referred to as Modern Language Aptitude Test (MLAT). The new aptitude includes inductive language, phonemic coding, memory and learning and grammatical sensitivity. Dewaele (2009) assert that this outline helps the second language learners comprehend what is expected of them, which is an illustration that they will focus on the most important factors in the learning process. Personality An individual’s personality determines the way he leads his life and the people that he associates with, but this culminates to the individual’s goals. Self-esteem is one of the personalities that influences the learning process of a second language, whereby individuals with high self-esteem have a high personality and are clear with what they intend to attain (Zafar & Meenakshi, 2012). As such, they have an inner motivation and drive that allows them to acquire the second language easily. Individuals with high personality levels are risk takers and anxious to learn and speak the second language, while others have fear and do not wish to fail, and thus; they refuse to go through with the process. Conclusion In conclusion, this paper sought to evaluate the individual differences and second language acquisition. A number of factors were evaluated as they relate to the differences that individuals have while acquiring a second language and they included, age, whereby younger individuals are in a better position to acquire a second language than older individuals. Sex whereby females are better than males; motivation where inner motivation and attitude towards the second language makes it easier to learn it; personality whereby individuals with high self-esteem can acquire the second language than those with low self-esteem. Learning strategies and styles that the learners adopt were also evaluated as they affect the process of second language acquisition. References Dewaele, J. M. (2009). Individual differences in second language acquisition. Retrieved from . Dornyei, Z. (2006). Individual differences in second language acquisition. AILA review, 19(1), 42-68. Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330. Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge: Cambridge University Press. Tarone, E. (2007) ‘Sociolinguistic Approaches to Second Language Acquisition Research - 1997–2007’, The Modern Language Journal, 91 (1), 837 – 848. Zafar, S. & Meenakshi, K. (2012). Individual Learner Differences and Second Language Acquisition: A Review. Journal of Language Teaching and Research, 3(4), 639-646. Read More