Abstract
The goal of many students is to become a good language learner and many teachers aim to help them achieve this goal, but what actually defines ‘a good language leaner’ when there are so many complexities in the learners themselves? The issue is further complicated by the fact that different classroom and cultural contexts may also play a role in determining good learners from others. This paper attempts to tackle such challenges, by providing an analysis of what a ‘good language learner’ may be, by discussing whether identifying common characteristics of language learners can help define a good language learner, and if it is possible to help learners become’ better’ at acquiring a second language. Individual characteristics, such as affective state, motivation, learner beliefs, intelligence, and aptitude, as well as the strategies different learners adopt, and the role that culture and different classroom contexts may play in second language acquisition are discussed.
Published Version
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