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e traditional conceptualization of ID factors • Learning strategies :refer to idiosyncratic selfregulated behaviour, and a particular learning behaviour can be strategic for one learner and non-strategic for another. We need to shift our focus from the outcome to the learner's selfregulating capacity, that is, the extent of the learner's proactiveness. • Anxiety :in some theories it refers to a motivational component, in some others to a personality trait . And it is also often mentioned as one of the basic emotions .
5. The learner in the language learning process Ⅰ:the dynamic interplay of learner characteristics and the learning environment
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• The ‘individual differences’ paradigm: the myth and the problems • Individual differences and dynamic systems theory • The proposed framework of learner-based variance in SLA
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The ‘individual differences’ paradigm: the myth and the problems
• Four assumptions: (1)IDs exist in the sense that we can identify, define, and operationalize them in a rigorous scientific manner; (2) IDs are relatively stable attributes; (3)different IDs form relatively monolithic components that concern different aspects of human functioning and that are therefore only moderately related to each other; and (4) IDs are learner-internal, and thus relatively independent from the external factors of the environment.
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The ‘individual differences’ paradigm: the myth and the problems
• Dornyei (2OO5) summarizes:the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. • As the term suggests, individual differences (IDs) are characteristics or traits in respect of which individuals may be shown to differ from each other.
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The ‘individual differences’ paradigm: the myth and the problems
• Individual differences have been well established in SLA research as a relatively straightforward concept: ID factors concern background learner variables that modify the general acquisitional processes.That is: motivation , language aptitude , learning styles ,learning strategies. The composite of these variables was seen to answer why, how long, how hard, how well, how proactively, and in what way the learner engages in the learning process.
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Problems with the traditional conceptualization of ID factors • Learning styles: the concept of learning cognitive styles has eluded rigorous scientific definition. They refer to learning mode preferences . They are related to learning strategies .They appear to be situation-independent . Some style dimensions (e.g. extroversion/introversion) are also listed as major components of personality.
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Problems with the traditional conceptualization of ID factors • Language aptitude: the concept of ‘language aptitude’ has been increasingly seen as too broad an umbrella term, one that refers to an unspecified mixture of cognitive variables. For this reason, scholars investigating specific cognitive abilities, such as working memory (e.g. Miyake and Friedman 1998) or word recognition (e.g. Dufva and Voeten 1999) have tended to avoid using the term. • Motivation : is typically treated as an `affective' variable and is contrasted with the cognitive variable of language aptitude.
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The ‘individual differences’ paradigm: the myth and the problems
※ Problems with the traditional conceptualization of ID factors ※ Problems with the traditional selection of ID factors ※ Two meanings of ‘individual difference research’ ※ Lack of stability and contextindependence ※ Multicomponential nature
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Problems with the traditional selection of ID factors (P184)
• Three other personality facets--emotions, interests, and general knowledge : • Emotions :such as fear, anger, distress, and joy affect both our thinking and our behaviours . Keltner and Ekman (2OOO) point out that(1) individual differences in emotion emerge in the first months of life;(2)they are quite stable during a person's development; and (3) the life histories of individuals prone to different emotions differ profoundly.
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Problems with the traditional selection of ID factors
• Interest : (Lubinski and Webb 2003) six general interest themes: `realistic' (working with things and tools), `investigative’ (scientific pursuits), `artistic' (aesthetic pursuits and self-expression), `social' (contact with and helping people), `enterprising' (buying, marketing, and selling), and `conventional' (office practices and well-structured tasks) Some scholars have reduced these themes to two broad dimensions, `people' versus `things' and `data' versus `ideas'