Individual variation in second-language acquisition: Difference between revisions

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==Language aptitude==

{{main|Language-learning aptitude}}

There are two definitions that help explain individual difference variables. The first is predictive,. languageLanguage aptitude is related to a set of cognitive abilities. These cognitive abilities allow one to predict how well an individual can learn a foreign language. These abilities change under limited time and circumstances. The second definition is interactional. It views language aptitude as comprehension abilities during second language learning. Aptitude is or can be subject to change according to an environment. It highlights that no specific instruction works for all second language learners. Therefore, in order for an individual to grasp a second language, there must be an adaption. Where the learner’s abilities can flourish under different learning conditions.<ref name=":0">{{Cite journal|last=Li|first=Shaofeng|date=2014-10-07|title=The Associations Between Language Aptitude and Second Language Grammar Acquisition: A Meta-Analytic Review of Five Decades of Research|journal=Applied Linguistics|language=en|volume=36|issue=3|pages=385–408|doi=10.1093/applin/amu054|issn=1477-450X|doi-access=free}}</ref>

A meta-analysis brought to light that the importance of aptitude is an overestimate when it comes to grammatical capability. In specific conditions, language aptitude is a conscious construct which affects learning results. Language aptitude can be useful in predicting the beginning stages of second language learning, when it comes to grammatical competence, but it is not a reliable way to learning stages.<ref name=":0" />

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The role of [[motivation]] in SLA has been the subject of extensive scholarship, closely influenced by work in motivational [[psychology]]. Motivation is internally complex, and Dörnyei begins his work by stating that "strictly speaking, ''there is no such thing as motivation.''"<ref name="dornyei2001">{{Harvnb|Dörnyei|2001|p=1}}.</ref> There are many different kinds of motivation; these are often divided into types such as integrative or instrumental, intrinsic or extrinsic. Intrinsic motivation refers to the desire to do something for an internal reward. Most studies have shown it to be substantially more effective in long-term language learning than extrinsic motivation, for an external reward such as high grades or praise. Integrative and instrumental orientations refer to the degree that a language is learned "for its own sake" (integratively) or for instrumental purposes. Studies have not consistently shown either form of motivation to be more effective than the other, and the role of each is probably conditioned by various personality and cultural factors.{{citation needed|date=December 2018}}

Some research has shown that motivation correlates strongly with proficiency, indicating both that successful learners are motivated and that success improves motivation.<ref>{{cite journal | last1 = Shatz | first1 = I | title = Parameters for Assessing the Effectiveness of Language Learning Strategies | url = http://itamarshatz.me/wp-content/uploads/Parameters-for-Assessing-the-Effectiveness-of-Language-Learning-Strategies.pdf | journal = Journal of Language and Cultural Education | volume = 2 | issue = 3 | pages = 96–103 | access-date = 2017-03-15 | archive-date = 2023-04-06 | archive-url = https://web.archive.org/web/20230406080759/https://itamarshatz.me/wp-content/uploads/Parameters-for-Assessing-the-Effectiveness-of-Language-Learning-Strategies.pdf | url-status = dead }}</ref> Thus motivation is not fixed, but is strongly affected by [[feedback]] from the environment. Accordingly, the study of motivation in SLA has also examined many of the [[Second-language acquisition#Learner-external factorsFactors_and_approaches|external factors]] discussed above, such as the effect of instructional techniques on motivation. An accessible summary of this research can be found in Dörnyei (2001).<ref name="dornyei2001" />

In their research on [[willingness to communicate]], MacIntyre et al. have shown that motivation is not the final construct before learners engage in communication. In fact, learners may be highly motivated yet remain unwilling to communicate.<ref>{{Harvnb|MacIntyre|Clément|Dörnyei|Noels|1998}}.</ref>

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|issue = 2

|pages=215–241

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*{{Cite journal

|doi = 10.1093/applin/1.1.1

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|issue = 1

|pages = 1–47

|doi-broken-date = 12 July 2025

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|hdl = 11059/14798

|hdl-access = free

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|last1 = Doman

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|title=Biological Foundations of Language

|last1=Lenneberg

|firstfirst1=Eric

|year=1967

|publisher=Wiley