Individual differences学习中的个体差异
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------Cook (1996:3)
Individual Learner Differences
---learners’ beliefs about language learning ---learners’ affective states ---general factors
Learning processes and mechanism
1. Learners’ beliefs about language learning
’
Horwitz (1987a): many of the students believing that the best way to learn English was to spend most of their time memorizing vocabulary and grammar rules; most of the learners indicating that their main reason for learning English was to speak the language fluently; 94% believing that it was necessary to know something about English-speaking cultures
(8) Interest and attitude
learners’ communicative needs… learners’ attitude towards the second language community…
(9) Empathy
Putting yourself into someone else’s shoes One need not abandon one’s own way of feeling or understanding, nor even agree with the position of the other. It is simply an appreciation of the identity of another individual or culture. Empathy is a factor, perhaps the most important one, in the harmonious coexistence of individuals in society.
(3) Tolerance of Ambiguity
Tolerance of ambiguity is the acceptance of confusing situations. Language learning has a great deal of ambiguity about meanings, referents and pronunciation. Students who are able to tolerate moderate levels of confusions are likely to persist longer in language learning than students who are overly frightened by the ambiguities inherent in learning a new language.
(5) competitiveness
Competitiveness can lead to language anxiety. (Bailey, 1983) This happens when language learners compare themselves to others or to an idealized self-image, which they can rarely attain. Scarcella and Oxford (1992) suggested that competitiveness can relate to language but does not occur in all students. Some students, particularly those in competitive cultures, thrive on competition.
(2) Self-esteem
Self-judgement of worth or value, based on feelings of efficacy, a sense of interacting effectively with one’s own environment. --unsuccessful language learners often have lower self-esteem than successful language learners (Price 1991). --foreign language learning can cause a threat to self-esteem by depriving learners of their normal means of communication, their freedom to make errors, and their ability to behave like normal people (Horwitz et al, 1986)
(10) Ego Boundaries
By ‘ego’ is meant a system of mental operations, cognitive and affective, that constitute an individual’s sense of self, rather than a perceivable object. In order to ‘mediate’ between internal drives (unconscious wishes, needs, fantasies and the external environment, the ego is to some degree aprat from both and at the same time is influenced by both, the seperation is maintained by boundaries that deliate ‘me’ from ‘not me’, thinking from feeling, fantasy from reality and so on.
moment in time as a response to a definite situation.
situational-specific anxiety: the anxiety which is
aroused by a specific type of situation or event such as public speaking, exams, or class participation
Learner strategies
Language learning outcomes --on proficiency --on achievement --on rate of acquisition A framework for investigating individual learner differences(Ellis,1994)
Types of Anxiety
Harmful and helpful anxiety Social anxiety: speech anxiety, shyness, stage fright, embarrassment, socialevaluative anxiety and communication apprehension. Test anxiety
“I was quite frightened when asked questions again. I don’t know why;
the teacher does not frighten me, but mind is blocked when I’m asked questions. I fear lest I give the wrong answer and will discourage the teacher as well as be the language stock of the class maybe. Anyway, I
other practical reason.
Learner Orientation:
---pragmatically motivated (功利型） ---practically motivated（实用型） ---competitively motivated（竞争型） ---academically motivated（学问型） ---cost-effectively motivated（速成型） ---forced learning with no motive (听课型） ---no motive and give-up (放弃型）
?美国青年心理学家仲斯needtoexperiencetheory教会青少年?全面评价自己帮助发现闪光点?正确归因能力高低努力程度任务难度运气好坏身心状态外界环境?积极地体验成功?积极的自我暗示?建立新的兴奋点?正确补偿自己?注意自我激励?培养创新精神情感教育?教育不仅仅是一种文化传递它是一种人格心灵的的唤醒这是教育的核心所在
2. Learners’s affective facanxiety:a more permanent predisposition to be anxious;
an aspect of personality
Anxiety: state anxiety: apprehension that is experiences at a particular
Individual Learner Differences in EFL Learning or Factors Affecting EFL Learning Hou yunjie
All successful teaching depends upon learning; there is no point in providing entertaining, lively, well-constructed language lessons if students do not learn.The proof of the teaching is in the learning. One crucial component in L2 learning is what the students bring with them into the classroom.
(6) Identity and culture shock
Identification with a language group or target culture implies that the learner is an insider, a member of the ‘club of French, English or Chinese. Culture shock involves some symptoms: emotional regression, physical illness, panic, anger, hopelessness, self-pity, lack of confidence, indecision, sadness, alienation, a sense of deception.
(4) Risk-taking Ability
Risk-taking Students who are highly anxious about the frequent ambiguities of language learning often suffer reduced risk-taking ability. Language students who fear ambiguity or whose self-esteem is low, frequently ‘freeze up’, allowing their inhibitions to take over completely (Beebe, 1983).
(7) Motivation
Integrative motivation--learning the language in order to take
part in the culture of its people
Instrumental motivation--learning the language for a career goal or
Individual Learner Differences
---learners’ beliefs about language learning ---learners’ affective states ---general factors
Learning processes and mechanism
1. Learners’ beliefs about language learning
’
Horwitz (1987a): many of the students believing that the best way to learn English was to spend most of their time memorizing vocabulary and grammar rules; most of the learners indicating that their main reason for learning English was to speak the language fluently; 94% believing that it was necessary to know something about English-speaking cultures
(8) Interest and attitude
learners’ communicative needs… learners’ attitude towards the second language community…
(9) Empathy
Putting yourself into someone else’s shoes One need not abandon one’s own way of feeling or understanding, nor even agree with the position of the other. It is simply an appreciation of the identity of another individual or culture. Empathy is a factor, perhaps the most important one, in the harmonious coexistence of individuals in society.
(3) Tolerance of Ambiguity
Tolerance of ambiguity is the acceptance of confusing situations. Language learning has a great deal of ambiguity about meanings, referents and pronunciation. Students who are able to tolerate moderate levels of confusions are likely to persist longer in language learning than students who are overly frightened by the ambiguities inherent in learning a new language.
(5) competitiveness
Competitiveness can lead to language anxiety. (Bailey, 1983) This happens when language learners compare themselves to others or to an idealized self-image, which they can rarely attain. Scarcella and Oxford (1992) suggested that competitiveness can relate to language but does not occur in all students. Some students, particularly those in competitive cultures, thrive on competition.
(2) Self-esteem
Self-judgement of worth or value, based on feelings of efficacy, a sense of interacting effectively with one’s own environment. --unsuccessful language learners often have lower self-esteem than successful language learners (Price 1991). --foreign language learning can cause a threat to self-esteem by depriving learners of their normal means of communication, their freedom to make errors, and their ability to behave like normal people (Horwitz et al, 1986)
(10) Ego Boundaries
By ‘ego’ is meant a system of mental operations, cognitive and affective, that constitute an individual’s sense of self, rather than a perceivable object. In order to ‘mediate’ between internal drives (unconscious wishes, needs, fantasies and the external environment, the ego is to some degree aprat from both and at the same time is influenced by both, the seperation is maintained by boundaries that deliate ‘me’ from ‘not me’, thinking from feeling, fantasy from reality and so on.
moment in time as a response to a definite situation.
situational-specific anxiety: the anxiety which is
aroused by a specific type of situation or event such as public speaking, exams, or class participation
Learner strategies
Language learning outcomes --on proficiency --on achievement --on rate of acquisition A framework for investigating individual learner differences(Ellis,1994)
Types of Anxiety
Harmful and helpful anxiety Social anxiety: speech anxiety, shyness, stage fright, embarrassment, socialevaluative anxiety and communication apprehension. Test anxiety
“I was quite frightened when asked questions again. I don’t know why;
the teacher does not frighten me, but mind is blocked when I’m asked questions. I fear lest I give the wrong answer and will discourage the teacher as well as be the language stock of the class maybe. Anyway, I
other practical reason.
Learner Orientation:
---pragmatically motivated (功利型） ---practically motivated（实用型） ---competitively motivated（竞争型） ---academically motivated（学问型） ---cost-effectively motivated（速成型） ---forced learning with no motive (听课型） ---no motive and give-up (放弃型）
?美国青年心理学家仲斯needtoexperiencetheory教会青少年?全面评价自己帮助发现闪光点?正确归因能力高低努力程度任务难度运气好坏身心状态外界环境?积极地体验成功?积极的自我暗示?建立新的兴奋点?正确补偿自己?注意自我激励?培养创新精神情感教育?教育不仅仅是一种文化传递它是一种人格心灵的的唤醒这是教育的核心所在
2. Learners’s affective facanxiety:a more permanent predisposition to be anxious;
an aspect of personality
Anxiety: state anxiety: apprehension that is experiences at a particular
Individual Learner Differences in EFL Learning or Factors Affecting EFL Learning Hou yunjie
All successful teaching depends upon learning; there is no point in providing entertaining, lively, well-constructed language lessons if students do not learn.The proof of the teaching is in the learning. One crucial component in L2 learning is what the students bring with them into the classroom.
(6) Identity and culture shock
Identification with a language group or target culture implies that the learner is an insider, a member of the ‘club of French, English or Chinese. Culture shock involves some symptoms: emotional regression, physical illness, panic, anger, hopelessness, self-pity, lack of confidence, indecision, sadness, alienation, a sense of deception.
(4) Risk-taking Ability
Risk-taking Students who are highly anxious about the frequent ambiguities of language learning often suffer reduced risk-taking ability. Language students who fear ambiguity or whose self-esteem is low, frequently ‘freeze up’, allowing their inhibitions to take over completely (Beebe, 1983).
(7) Motivation
Integrative motivation--learning the language in order to take
part in the culture of its people
Instrumental motivation--learning the language for a career goal or