Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction
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Miroslaw Pawlak
Abstract
Even though numerous factors are likely to contribute to the outcomes of both naturalistic and instructed second language acquisition, such as the amount of exposure to the target language (TL), the beliefs, dedication, experience, involvement and qualifications of the instructor, or the teaching methods and materials employed, individual learner differences appear to play a significant role in second or foreign language (L2) learning. While specific classifications vary, such individual difference (ID) variables can be sociocultural (e.g., beliefs, attitudes, experience), cognitive (e.g., age, aptitude, working memory, cognitive styles, learning strategies), and affective (e.g., anxiety, personality, motivation, willingness to communicate) in nature, with some IDs cutting across clear-cut categories, themselves being affected by each other and a host of other variables (Dörnyei & Ryan, 2015; Gregersen & MacIntyre, 2014; Pawlak, 2012a). This paper provides a brief overview of selected factors in these areas, with particular emphasis being placed on the influence that they are likely to exert on interactions that take place between learners, and between learners and instructors in the language classroom, as well as the ways in which such interactions can contribute to L2 learning. With this in mind, some key assumptions will first be spelled out, which will be followed by the discussion of the latest research findings in each area, subsequently focusing on research undertaken in the interactionist approach. Finally, future research directions will be outlined, methodological issues will be touched upon, and implications for classroom practice will be considered.
Abstract
Even though numerous factors are likely to contribute to the outcomes of both naturalistic and instructed second language acquisition, such as the amount of exposure to the target language (TL), the beliefs, dedication, experience, involvement and qualifications of the instructor, or the teaching methods and materials employed, individual learner differences appear to play a significant role in second or foreign language (L2) learning. While specific classifications vary, such individual difference (ID) variables can be sociocultural (e.g., beliefs, attitudes, experience), cognitive (e.g., age, aptitude, working memory, cognitive styles, learning strategies), and affective (e.g., anxiety, personality, motivation, willingness to communicate) in nature, with some IDs cutting across clear-cut categories, themselves being affected by each other and a host of other variables (Dörnyei & Ryan, 2015; Gregersen & MacIntyre, 2014; Pawlak, 2012a). This paper provides a brief overview of selected factors in these areas, with particular emphasis being placed on the influence that they are likely to exert on interactions that take place between learners, and between learners and instructors in the language classroom, as well as the ways in which such interactions can contribute to L2 learning. With this in mind, some key assumptions will first be spelled out, which will be followed by the discussion of the latest research findings in each area, subsequently focusing on research undertaken in the interactionist approach. Finally, future research directions will be outlined, methodological issues will be touched upon, and implications for classroom practice will be considered.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
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Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
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Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
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Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
Chapters in this book
- Prelim pages i
- Table of contents vii
- Acknowledgements ix
- List of contributors xi
-
Introduction
- Chapter 1. Expanding individual difference research in the interaction approach 3
-
Learners
- Chapter 2. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction 19
- Chapter 3. The effects of cognitive aptitudes on the process and product of L2 interaction 41
- Chapter 4. The role of language analytic ability in the effectiveness of different feedback timing conditions 71
- Chapter 5. Gender and recasts 99
- Chapter 6. Interaction and phonetic form in task completion 121
-
Instructors
- Chapter 7. Instructor individual characteristics and L2 interaction 151
- Chapter 8. Vietnamese TESOL teachers’ cognitions and practices 173
- Chapter 9. Investigating the relationship between instructor research training and pronunciation-related instruction and oral corrective feedback 201
- Chapter 10. Linguistic variation in instructor provision of oral input 225
- Chapter 11. Teachers’ provision of feedback in L2 text-chat 255
- Chapter 12. Preservice instructors’ performance on a language learning task 281
-
Other interlocutors
- Chapter 13. Look who’s interacting 305
- Index 325
