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Acquisition
Language Aptitude
Motivation
Learning Strategies
Language Aptitude
People differ in the way the learn an
L2 – especially whether they possess
a natural ability for learning an L2 -
this ability is known as Language
Aptitude
There are a number of components
of language aptitude.
Components of Language
Aptitude
Phonemic coding ability, i.e. the
ability to identify sounds of a foreign
language so that they can be
remembered later. This ability is also
seen as related to the ability to
handle sound-symbol relationships.
해주세요 (hae ju say yo) “want to understand”
however, ends with “yo” thus is being polite
Components
Grammatical sensitivity, i.e. the
ability to recognize the grammatical
functions of words in sentences.
For example, the subject and object of a
sentence
Components
Inductive language learning ability,
i.e. the ability to identify patterns of
correspondence and relations
between form and meaning.
For example, to recognize that in English
‘to’ can denote direction and ‘at’ location
I am going to Disney World
I am at Disney World
Components
Rote learning ability, i.e., the ability
to form and remember associations
between stimuli. This is believed to
be important in vocabulary learning.
Language Aptitude
Strong evidence supports the extent
that language aptitude is related to
success in L2 learning
Learners who score high on language
aptitude tests typically learn rapidly
and achieve higher levels of L2
proficiency than learners who obtain
low scores.
MLAT
Motivation
Whereas language aptitude concerns
cognitive abilities, motivation
involves attitudes and affective
states that influence the degree of
effort that learners make to learn an
L2
Instrumental – functional reason,
educational and economic opportunities
opened
Motivation
Integrative – interest in people and culture
represented by target language
Social identity and investment
Bonny Pierce suggests that social identity is central to
L2 learning. Learning is successful when learners are
able to construct identities that enables them to impose
their right to be heard.
This requires ‘investment’, increase ‘cultural capital’ –
function successfully in variety of social contexts
Learners are not computers who process data, but
combatants who battle to assert themselves and
investor who expect a good return on their efforts
Machiavellian motivation – the desire to learn the L2 in
order to manipulate and overcome the people of the
target language
Motivation
Resultative motivation
Motivation is not just the cause for
learning but also the result of learning
Learners who experience success in
learning a language may become more
or less motivated.
Motivation
Intrinsic motivation
In some learning situations, learner reasons for
learning L2 may not be crucial for motivation.
It is possible learners don’t hold any distinct attitude
toward target language group.
Foreign language setting