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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Background: ,[object Object],[object Object]
PREVIOUS STUDIES ON RELATION BETWEEN INDIVIDUAL DIFFERENCES & LANGUAGE LEARNING ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
MODEL WITH INDEPENDENT LEARNER VARIABLES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
The good language – learner model ( Naiman, et al,1978 )
[object Object],[object Object],[object Object],[object Object]
The Monitor Theory ( Dulay, Burt, and Krashen, 1982)
[object Object],[object Object],[object Object],[object Object]
Situational variables ( based on Brown and Frasher, 1979 in Ellis, 1989:8 )
[object Object],[object Object],[object Object],[object Object]
II. MODEL WITH INTERDEPENDENT LEARNER VARIABLES ,[object Object],[object Object],[object Object]
Gardner’s ( 1979 ) schematic representation of the theoretical model model
Operational formulation of the socio-educational model ( Gardner, 1985 ) Language Aptitude
[object Object],[object Object],[object Object],[object Object]
Skehan’s ( 1989:120) influences on language learning Materials Syllabus Methodology resources Expectation of bilingualism Relationship to target language community attitudes to target language social class Classroom and Materials Opportunities for target language use Learning Outcome Social context Intelligence , Aptitude, Motivation, Attitude, Personality, Cognitive style
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Spolsky’s ( 1989 : ) model of second language learning Age Personality Previous Knowledge Lead to Which appear in the learner as Which join with other personal characteristics such as All of which explain the use the learner makes of the available
INDIVIDUAL DIFFERENCES ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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Individual differences and call powerpoint

  • 1.
  • 2.
  • 3.
  • 4.
  • 5. The good language – learner model ( Naiman, et al,1978 )
  • 6.
  • 7. The Monitor Theory ( Dulay, Burt, and Krashen, 1982)
  • 8.
  • 9. Situational variables ( based on Brown and Frasher, 1979 in Ellis, 1989:8 )
  • 10.
  • 11.
  • 12. Gardner’s ( 1979 ) schematic representation of the theoretical model model
  • 13. Operational formulation of the socio-educational model ( Gardner, 1985 ) Language Aptitude
  • 14.
  • 15. Skehan’s ( 1989:120) influences on language learning Materials Syllabus Methodology resources Expectation of bilingualism Relationship to target language community attitudes to target language social class Classroom and Materials Opportunities for target language use Learning Outcome Social context Intelligence , Aptitude, Motivation, Attitude, Personality, Cognitive style
  • 16.
  • 17.
  • 18. Spolsky’s ( 1989 : ) model of second language learning Age Personality Previous Knowledge Lead to Which appear in the learner as Which join with other personal characteristics such as All of which explain the use the learner makes of the available
  • 19.