Individual Differences in Second Language Learning
Little did I know about the fact that individual differences had enormous effects on
second language learning. Apparently, some elements such as learning styles, personality and
learner beliefs do play a significant role in the process of second language learning. These
factors determine how quickly, hard or clearly you will comprehend the second language you
are learning. It would not be far from truth to say that when it comes to second language
learning, you already have a characterized learning path that depends on your ethnicity,
aptitude, intelligence, lear and motivation.
First of all, since it is one of the most important ways to know how to approach the
learner, learning styles ought to be recognized by the educator. There are three essential
learning styles and learners: visual, auditory and kinesthetic (83). Visual learners are those
who tend to learn best when they perceive knowledge in a visual layout. Another style of
learning is auditory learners. For auditory learners, the best way to apprehend the information
lies in listening and speaking. Thus, providing listening practices and encouraging these types
of learners to interact with each other would be the most beneficial way for auditory learners.
On the other hand, kinesthetic learners process information best through physical activities.
Psychomotor behaviors should be practiced for better grasp.
Secondly, personality is one of the most crucial factors of second language learning.
As it influences how the learner approaches to the learning process, variations in personalities
must be considered for better education. It is discussed that extroverted people are more
compatible with the learning process as they play a more active role in the classroom.
However, some studies concluded otherwise. As someone who has been introversive for the
most part of his life, I beg to differ with those studies which claim that extroverted students
have an advantage in second language learning. Research (e.g. Zafar & Meenakshi) shows
that both types of learners were equal in the achievement of second language learning, and
both personality types must be addressed by teachers (Zafar & Meenakshi, 2012)
Last but not least, learner’s motivation is also vital for second language learning.
Highly motivated students have a much bigger chance of learning and retaining a second
language. Motivation can be originated from two factors. The first one is learner’s
communicative needs and the second one is their idea of the second language community
(87). From the perspective of a high schooler, her/his source of motivation can be her/his
future and where she desires to be in the future. A motivated student is very likely to be
successful in second language learning since they move sensationally and crave their desired
life. However, if the learner cannot find excitement with his actions, his/her chance of
preserving the second language will be slightly lesser.
In conclusion, individual differences have an undeniable effect on second language
learning. Some of them may have advantages, whilst some have disadvantages. To have a
better understanding about the learners of a second language, these factors should be
approached with care and value.
Reference List:
Zafar, S., & Meenakshi, K. (2012). A study on the relationship between extroversion-
introversion and risk-taking in the context of second language acquisition.
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