Differences In Second Language Acquisition Research Articles

Review of Cognitive Individual Differences in Second Language Acquisition

Cognitive Individual Differences in Second Language Acquisition (Theories, Assessment and Pedagogy) by Zhisheng (Edward) Wen, Richard L. Sparks, Adriana Biedroń, Mark Feng Teng, Walter de Gruyter, ISBN 978-1-61451-676-7.

How Regulatory Focus Associates With Chinese EFL Learners’ L2 Grit: The Mediating Effects of Achievement Emotions

Despite the rekindled interest in emotions and individual differences in second language acquisition (SLA) under the influence of positive psychology, the interrelationships among regulatory focus, L2 grit and achievement emotions remain under-researched. Drawing on structural equation modeling (SEM) approach, this study aimed to examine the predictive effects of regulatory focus on L2 grit through the mediation of achievement emotions. A total of 1043 non-English major undergraduates from a comprehensive university in central China participated in the study. Data were collected with a questionnaire adapted from three published scales and analyzed using multiple regression and multiple mediation analysis with a 1000-bootstrap method. Results showed that all three psychological constructs under investigation were correlated with each other and regulatory focus had an indirect predictive effect on L2 grit, which was mediated by achievement emotions. As with the mediating effect of achievement emotions, enjoyment and boredom had a partial mediating effect on the relationship between promotion focus and L2 grit, whereas hope and anxiety had a full mediating effect on the relationship between prevention focus and L2 grit. The findings are discussed in relation to the identified mediating mechanism for regulatory focus and L2 grit in boosting L2 learning motivation among Chinese English-as-a-foreign-language (EFL) learners.

A Review of the Research on the Influence of Game-based Learning on Second Language Learners' Learning Motivation

Motivation, as an important factor of individual differences in second language acquisition, has been widely discussed by teaching researchers. At present, many studies have discussed how to continuously stimulate learning motivation. Games have been proven to have a positive effect on learning. The application of game-based learning as an emerging teaching method in the field of education has also expanded significantly. Therefore, this study aims to review the research on the relationship and application of motivation and Game-based Learning (GBL) in second language (L2) acquisition. It is found that the impact of GBL can be positive in the motivation of L2 learners through an immersive learning environment, game experience and reward mechanism, competition and cooperation mechanism, and has achieved positive results in student learning. The research shows the potential for using digital games to teach a second-language., and looks forward to the application of the combination of gameplay and learning theory in the future teaching field.

A Literature Review of the Effect of Individual Differences on Second Language Acquisition

Since the 1950s, the influence of individual differences in second language acquisition has received widespread attention, and each learner's individual differences affect the success of second language acquisition. However, the research on individual differences is very complex. In order to further investigate how individual differences affect the second language acquisition process, this paper starts from three aspects of individual differences influencing factors: (1) the study of general individual factors of second language learners, such as age, gender and cognitive style; (2) the study of second language learners' attitudes and motivation, such as learners' attitudes toward learning the target language, learners' research on second language learners' attitudes and motivations, such as learners' attitudes toward the target language, learners' attitudes toward the social and cultural background of the target language, integration motivation and instrumental motivation (3) research on second language learners' strategies, such as learners' cognitive strategies, learners' meta-cognitive strategies and learners' social strategies, in order to explore the effects of these individual factors in second language acquisition, so as to find countermeasures that can really help improve second language learners' learning efficiency and further improve and develop better The purpose of this study is to explore the effect of these individual factors on second language acquisition, so as to find out the measures that can really help improve the learning efficiency of second language learners, and further improve and develop a better method of teaching foreign languages according to their abilities.

Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

AbstractBackgroundSince the outbreak of COVID‐19, universities in Hong Kong have implemented online and hybrid teaching modes, making computer‐assisted language learning (CALL) a primary way for English learning. Research on English learning motivation and self‐regulation has seldom considered learners' emotions (satisfaction and preparedness) and the synchronic online courses in a CALL context.ObjectivesThis study analyses the relationship between Hong Kong university students' motivation and self‐regulation by considering their emotions in computer‐assisted synchronic online English courses.Methods311 Hong Kong university students were invited to complete two questionnaires that investigated students' motivation and self‐regulation in computer‐assisted online English courses. SPSS 26 was employed for exploratory factor analysis (EFA) to extract factors and exclude unsuitable items, and confirmatory factor analysis (CFA) was performed to verify the results of EFA. One‐way ANOVA was conducted to detect the impact of personal emotion on motivation and self‐regulation. AMOS 26 was adopted to construct a structural equation model (SEM) to explore the relationship between motivation and self‐regulation in the CALL context.Results and ConclusionsThe results show that satisfaction and preparedness positively correlate with online English learning motivation and self‐regulation. Instrumentality‐attitude significantly predicts all factors of self‐regulation via SEM and goal setting significantly predicts all factors of motivation. With feasible English learning goals, Hong Kong university students are more proactive in learning English online where they actively interact with teachers and peers.ImplicationsBased on the L2 self‐system (Dörnyei, The psychology of the language learner: Individual differences in second language acquisition, 2005) and self‐determination theory (Barnard et al., Internet and Higher Education, 2009, 12, 1–6), this study clarifies the relationship between motivation and self‐regulation in the CALL context, expanding the application scope of the two theories. COVID‐19 has changed the teaching mode greatly, calling for a revolution in language education and learning. This study provides significant pedagogical implications that benefit both learners and teachers in CALL post‐COVID‐19.

The neural correlates of second language syntax

Abstract An important dimension that characterizes the contextual differences in second language acquisition (SLA) is the degree to which instruction is implicit or explicit. However, whether these differences in context play a role in determining the neural activity to process L2 grammar has not been well characterized. The present study investigated this issue by comparing the neural regions activated in response to novel L2 syntactic rules acquired under conditions of implicit and explicit instruction. In addition, participants’ declarative and procedural memories were measured to better understand the mediating effect of memory during learning under different conditions. Explicitly and implicitly instructed learners showed statistically indistinguishable behavioral performance. Region of interest (ROI) analysis also revealed that the task activated both declarative and procedural memory structures suggesting that instructional context did not affect the recruitment of memory systems when processing L2 syntax.

Influential factors for gender differences in L2 learning

As language evolves and changes one gradually discovers the differences and characteristics of its acquisition in both genders. When it comes to second language learning, a number of internal and external factors are responsible for its impact. This paper examines gender differences in second language acquisition by looking at psychological factors and motivations, including personality, self-esteem, tension, internal motivation and the brain structure of learning, as well as the multiple ways in which learning occurs and the stereotypes that exist in society. Based on an extensive literature review and findings from a wide range of scholars, this paper concludes that there are multiple reasons for gender differences in second language learning ability. Individual personality and physiological functioning can have varying degrees of influence. Differences in learning ability can also arise when guided by different learning styles. In addition, existing social prejudices and stereotypes, as well as the home environment, may also contribute to gender differences in second language learning.

THE INFLUENCE OF FIELD INDEPENDENCE-DEPENDENCE IN SECOND LANGUAGE ACQUISITION

One of indicators that marked individual differences in Second Language Acquisition is learning style. Individuals have been cognitively described as field independent and field dependent, according to whether they approach things in details or holistically. However, there is not enough study that discusses the relationship between field independence-dependence and success in language learning. This study aims to explore the influence of field independence-dependence on second language learning success. The method used in this study is a literature review. The data are collected from previous journal articles using thematic analysis. The expected findings of this study are there may be a cognitive style bias operating in relation with second language learning success. Hopefully this study contributes as additional knowledge of that particular topic in the field of Second Language Acquisition

Learner Differences in Second Language Acquisition

This study aims at exploring the debatable issue of learner‟s differences in second language acquisition (SLA, henceforth). Differences in learning are critical factors which faculty members should take into account in the process of learning and teaching second or foreign languages , also these differences influence learning processes and lead to different linguistic abilities and skills in the second language . Learners differ from each other due to biological, conditioned factors or unconscious forces, each learner is different from the other, and they have different personalities and styles. Some second language learners make rapid and apparent progress while others progress very slowly and with difficulties, in this respect there are several important areas where the learners may show differences from each other. These include: age, sex, aptitude, motivation, cognitive style, personality, and learning strategies.

The interaction between timing of explicit grammar explanation and individual differences in second language acquisition

Abstract Despite numerous positive findings of explicit instruction, this topic continues to engage scholars worldwide. One issue that may be crucial for the effectiveness of explicit instruction is the interaction between cognitive individual differences (language aptitude and working memory) and types of instruction. In this experiment, 128 learners of Spanish were randomly assigned to four experimental treatments and completed comprehension-based practice for interpreting object-verb and ser/estar sentences in Spanish. Results revealed that the various combinations of rules and practice posed differential task demands on the learners and consequently drew on language aptitude and working memory to a different extent. We argue that not only are rules and practice both necessary, but that their suitable integration ameliorates task demands, reducing the burden on the learner, and accordingly mitigates the role of participants’ individual differences, thus making a substantial difference for the learning of second language grammar.

English language learners’ motivations and self-identities: A structural equation modelling analysis of survey data from Chinese learners of English

AbstractThis study employed a large-scale cross-sectional survey (n=443) to identify the structural relations among regulatory styles (motivations), identity changes and second language (L2) possible selves of Chinese students undertaking tertiary study in New Zealand. Three specific models were tested. Specifically, ideal L2 model revealed that integrated regulation had a substantial (positive) effect on ideal L2 self and had a small but significant indirect effect on ideal L2 self through additive identity change; ought-to L2 model showed that introjected regulation had a positive and substantial contribution to both split identity change and ought-to L2 self; and dreaded L2 self model demonstrated that external regulation had a positive and large contribution to dreaded L2 self. The models delineate the dynamic and interactive process of L2 learning development, which helps L2 learners to develop their identity and self so that they may develop an adaptive identity and a positive L2 self in their future L2 study. As a result of this study, it is suggested that the literature on L2 motivational possible selves should include Markus, H. & P. Nurius. 1986. Possible selves.American Psychologist41. 954–969. ‘dreaded L2 self’ alongside Dörnyei, Z. 2005.The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. L2 Motivational Self System, because L2 learners’ motivations and self-identities seem to be multifaceted and complex.

A Literature Review on Individual Differences in Second Language Acquisition

There are many factors influencing second language acquisition, such as learner external factors including social factors, the input of second language acquisition and the relationship between acquisition; internal factors including the transfer of language, cognition of second language and language universals, etc, which influence the psychological factors of learner's second language; individual differences include some factors in physiological emotion, cognition, and learning strategies. This article is to explore the role of learners in second language acquisition from the perspective of individual differences (age, aptitude, learning motivation).

Exploring the motivational antecedents of Nepalese learners of L2 English

AbstractThis paper is the first to examine the motivational disposition of Nepalese learners of L2 English. Based on an adapted version of the questionnaire in (Kormos, Judit & Kata Csizér. 2008. Age-related differences in motivation of learning English as a foreign language: Attitudes, selves, and motivated behavior.Language Learning58. 327–355. Doi:10.1111/j.1467-9922.2008.00443.x.), we test the robustness and culture-specific applicability of well-known motivational antecedents to this learner population, and we investigate how the effects of these antecedents are mediated by the learners’ gender, age and regional aspects of the educational setting. In doing so, we offer novel ways of analyzing the data: Firstly, we employ random forests and conditional inference trees for assessing the relative importance of motivational antecedents. Secondly, we complement the traditional ‘scale-based approach’, which focuses on holistic constructs like the ‘Ideal L2 Self’, with an ‘item-based approach’ that highlights more specific components of such scales. The results are interpreted with reference to the L2 Motivational Self System (Dörnyei, Zoltán. 2005.The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum) and to previous studies on other Asian populations of L2 learners.

A Review of Language Learning Strategy Research

Language learning strategy, a crucial variable of individual differences in second language acquisition (SLA), has been a fiercely discussed topic since 1970s, attracting a large number of researchers and teachers who have already made great achievements. This article aims to conduct a small-scale review of studies concerning language learning strategy, finding that studies in this respect were done mainly from perspectives of definition, identification and classification, usage and assessment and instruction of language learning strategy, and factors which exert influences on it. It is plausible to say that research on this issue is comparatively comprehensive, appreciating wide coverage and great achievements, but certain points are still in controversy. Although there are many related studies, rare studies were devoted to language learning strategy under the context of learners in mainland China. Subsequently, implications for further research and pedagogy in terms of language learning strategy are discussed.

Pupils’ reflections on the primary to secondary school transition with reference to modern language learning: a motivational self-system perspective

ABSTRACTPoints of transition in life are accepted as times which impact greatly on aspects of the individual’s psyche, including motivation to learn. In spite of this, pupils’ views are rarely heard in discussions of transition from primary to secondary school in general and in relation to modern languages in particular. This exploratory study investigated the motivation of young learners of foreign languages in one region of the UK at time of transitioning from primary school to secondary school. Ten to 12 year olds shared their views of the experience of transition and provided motivational insights which test the applicability of Dörnyei’s L2 ‘motivational self system’ [2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum] for learners in this age group. Eighteen students were interviewed in their final year of primary school and again one year later in their first year of secondary school. Pupils identified foreign language learning as a generally a positive experience but one which could include, in the primary school, a higher level of challenge, more ‘real’ work and evidence to facilitate a feeling of making progress. This provided the background for consideration of whether these experiences contributed to focal pupils’ vision of self. The pupils’ messages resonate beyond the confines of foreign languages to other subjects and other transition experienced by young people around this age.

Polish Listening SPAN: A new tool for measuring verbal working memory

Individual differences in second language acquisition (SLA) encompass differences in working memory capacity, which is believed to be one of the most crucial factors influencing language learning. However, in Poland research on the role of working memory in SLA is scarce due to a lack of proper Polish instruments for measuring this construct. The purpose of this paper is to discuss the process of construction and validation of the Polish Listening Span (PLSPAN) as a tool intended to measure verbal working memory of adults. The article presents the requisite theoretical background as well as the information about the PLSPAN, that is, the structure of the test, the scoring procedures and the steps taken with the aim of validating it.

Dynamic L3 selves: a longitudinal study of five university L3 learners’ motivational trajectories in China

ABSTRACTThe motivation to learn a third language (L3) has received increasing attention in research, especially with regard to how it evolves dynamically during the learning process. Underpinned by the L2 Motivational Self System [Dörnyei, Z. 2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum], this paper reports on a longitudinal case study which explored learners’ L3 motivational dynamics. It focused specifically on the developmental trajectories of these learners’ ideal/ought-to L3 selves and the formation of such trajectories in relation to their language experiences. Three rounds of semi-structured interviews were conducted with five L3 learners of German at one Chinese university over two years. The data revealed that learners’ L3 motivation fluctuated during the learning process. Whereas learners’ ideal L3 selves displayed a clear upward trajectory in the first year and an observable decline at the later stage, their ought-to L3 selves became weaker in general over the two years. Moreover, learners’ L3-related learning experiences were found to have contributed to the dynamics of their future L3 selves. Implications are discussed which point to the importance of assisting language learners to construct their ideal/ought-to selves and to increase their L3 motivation.

Quantitative evidence of the occurrence of a motivational dip in language learning in Year 7

ABSTRACTThis article presents selected findings from a study of the motivation of UK school pupils to learn a modern foreign language. The study involved 345 year 7 pupils (i.e. 11–12-year-old children) learning either French or German in a large inner-city school based in an urban area in central England. Anecdotal evidence suggested a widespread decrease in motivation for modern language learning during the course of year 7. The purpose of the study was to seek evidence substantiating or refuting the hypothesis of a motivational dip and to investigate factors that might account for any changes in motivation. Two questionnaires were used to collect data in the autumn of 2007 and spring/summer of 2008. The data were analysed employing quantitative methodology and the findings suggested that there was indeed evidence of an overall trend towards demotivation, though when data were analysed in class groups very different profiles emerged. Contrary to suggestions in the literature and wider society the drop in motivation could not be explained through the impact of individual factors, such as the teacher, nor did any combination of factors seem to suggest predictable outcomes. However, reference to Dörnyei’s [2005. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum; 2009a. The L2 motivational self system. In Motivation, Language Identity and the L2 Self, ed. Z. Dörnyei and E. Ushioda, 9–42. Bristol: Multilingual Matters] L2 Motivational Self System could be made in order to provide a careful interpretation of the trends observed in the data.

Predictors of willingness to read in English: testing a model based on possible selves and self-confidence

ABSTRACTThe aim of the present study is twofold. First, it tests a model of willingness to read (WTR) based on L2 motivation and communication confidence (communication anxiety and perceived communicative competence). Second, it applies the recent theory of L2 motivation proposed by Dörnyei [2005. The Psychology of Language Learner: Individual Differences in Second Language Acquisition. Mahwah, NJ: Lawrence Erlbaum; Dörnyei, Z. 2009. “The L2 Motivational Self System.” In Motivation, Language Identity and the L2 Self, edited by Z. Dörnyei and E. Ushioda, 9–42. Clevedon: Multilingual Matters.], L2 motivational self-system (ideal L2 self, ought-to L2 self, and L2 learning experience), in willingness to communicate (WTC) and WTR construct. For this purpose, 180 Iranian university students who were taking general English courses completed the survey questionnaire. Structural equation modelling was utilised to analyse the proposed model of WTR. Results of the analysis indicated that L2 learning experience, ideal L2 self, and communication confidence positively and significantly predicted WTR, and L2 learning experience was the strongest predictor of WTR. Moreover, among the three measures of L2 motivational self-system, ideal L2 self was the strongest positive predictor of communication confidence, and ought-to L2 self-contributed to communication confidence negatively. The results suggest that L2 motivational self-system framework can adequately account for WTC. Also, in contrast to previous studies, it has a higher explanatory power than communication confidence in predicting L2 WTR.

The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality

While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.