Good Learners in SLA Muriel

Characteristic of Good Learners ( Muriel Saville )

Muriel Saville

1.     Age

In this Age characteristic, younger learner is not better than an older learner.

Age differences in SLA

Younger advantage 

1. Brain Plasticity
2. Not analytical
3. Fewer inhibitions (usually)
4. Weaker group identity
5. Simplified input more likely

      Older advantage

1. Learning Capacity
2. Analytic ability
3. Pragmatic skills
4. Greater knowledge of L1
5. Real-world knowledge 

Based on that table we know that there is no better one from both of them. But we could understand that younger learner has more time than older learner to acquire the second language and when the younger learner has the advantage like an older learner, he has had more ability than older learner. So, I think learners that start to learn.

2.     Cognitive Style

Cognitive Style refers to individuals preferred way of processing. Its role in explaining why someone could not be successful in learning L2, by observes some styles. 

Field-dependent (FD) ; introvert

1. Global
2. Holistic
3. Deductive
4. Focus on meaning 

Field-independent (FI) ; extrovert

1. Particular
2. Analytic
3. Inductive
4. Focus on form 

 

In a test (find a simple shape within a more complex design), Individuals who have difficulty discerning a figure apart from the ground (or field) within which it is embedded are judged to be relatively FD; individuals who have no difficulty with this test are judged FI.

Individuals who are FD are also considered more global and holistic in processing new information; individuals who are FI are considered more particularistic and analytic.

Deductive processing begins with a prediction or rule and then applies it to interpret particular instances input. Inductive processing begins with examining input to discover some pattern and then formulates a generalization or rule that accounts for it and that may then in turn be applied deductively.

In a study, a cognitive style whereby subjects are able to focus on form perhaps better than meaning (but certainly in conjunction with meaning).

FD learners are thought to achieve more success in L2 acquisition via highly contextualized interactive  communicative experiences because that fits better with their holistic “cognitive style” and FI learners to profit more from decontextualized analytic approaches and formal instruction.

3.      Motivation

Integrative:

Based on interest in learning L2 because of desire, such as:

-          Desire to attain the goal

-          Intention to integrate in a community

-          Emotional or affective factors

Instrumental:

Involves perception of purely practical value in learning the L2, such as:

-          Increasing occupational

-          Enhancing prestige and power

-          Accessing scientific and technical information

-          Passing course in school

4.     Personality

Personality factors are sometimes added to cognitive style in characterizing more general learning style.

Personality traits

The First Type

1. Anxious
2. Risk-avoiding
3. Shy
4. Introverted
5. Inner-directed
6. Reflective
7. Imaginative*
8. Creative
9. Empathetic*
10. Tolerant of ambiguity*

* indicates positive correlation with success in L2 learning

 The Second Type

1. Self confident*
2. Risk-taking*
3. Adventuresome*
4. Extroverted
5. Other-directed
6. Impulsive
7. Uninquisitive
8. Uncreative
9. Insensitive to others
10. Closure-oriented

* indicates positive correlation with success in L2 learning

 Introverts generally do better in school and extroverts talk more. Some researchers have hypothesized that extroverts would be more successful language learners.

5.     Aptitude

Phonemic coding is the capacity to process auditory input into segments which can be stored and retrieved. It is particularly important at very early stages learning when the ability of the hearer cannot analyze the incoming stream if speech into phonemes in order to recognizes morphemes. Input may not result in intake.

Inductive language learning ability and grammatical sensitivity account for further processing of the segmented auditory input by the brain to infer structure, identify patterns, make generalizations, recognize the grammatical function of elements and formulate rules.

Associative memory capacity is importantly concerned with how linguistic items are stored and with how they are recalled and used in output. Associative memory capacity determines appropriate selection from among L2 elements that are stored and ultimately determines speaker fluency.

6.         Learning Strategies

Learning strategies is the behaviors and techniques they adopt in their efforts to learn a second language. Not all strategies are equal, some more inherently more effective than others and some more appropriate in particular contexts of learning styles.

Metacognitive strategies are those which attempt to regulate language learning by planning a monitoring. E.g. previewing a concept in anticipation of a learning activity.

Cognitive strategies make use of direct analysis or synthesis of linguistic material. E.g. repeating after a language model.

Social/affective strategies involve interaction with others. E.g. seeking opportunities to interact with native speakers.

7.         Sex

1. there is belief female tend to be better L2 learner than male
2. Female outperform men in verbal fluency
3. Female may be less asymmetrically organized than male, but male better at computing compositional rules than female
4. Female better at memorizing complex form than male
5. During menstruation, female has higher level at articulatory and motor ability have been associated