An Ethnographic Approach to Exploring Personality, Language Learning Strategies, and Second Language Acquisition

Relay Journal ◽  
2019 ◽  
pp. 149-157
Author(s):  
Yukiko Oki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Esl Students ◽  
Language Learning Strategies ◽  
The Relationship ◽  
Japanese English

This paper is a case study examining the relationship between two individual difference (ID) factors, namely personality and language learning strategies (LLS), and language learning of two Japanese English-as-a-second-language (ESL) students. A qualitative analysis of their language learning histories, learner diaries, and interviews aims to uncover the role of personality in language learning and how personality seems to be reflected in their uses of LLS.

A Literature Review on Individual Differences in Second Language Acquisition

2018 ◽  
Vol 10 (6) ◽  
pp. 72
Author(s):  
Yilun Yang ◽  
Liping Chen
Keyword(s):  
Second Language ◽  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Internal Factors ◽  
Language Universals ◽  
Cognition And Learning ◽  
The Relationship

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).

scholarly journals Integrating Strategy-Based Instructions In 7th-Grade Speaking Classroom At SMP Muhammadiyah 2 Batu

2017 ◽  
Vol 3 (1) ◽  
pp. 550
Author(s):  
Teguh Hadi Saputro ◽  
Adityo Adityo ◽  
Amalia Ayu Wardhani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Help Seeking ◽  
Best Practice ◽  
Oral Communication ◽  
Training Model ◽  
Service Project

Second language (L2) pedagogy and second language acquisition (SLA) have acknowledged the significant role of learning strategies. It, then, suggests the significance of learning strategies in second language learning or, even, acquisition, especially helping students be better learners. With regard to this, a community service project is proposed to implement this SBI in SMP Muhammadiyah 2 Malang. The students’ problem in speaking ability seems to derive from lacks of knowledge about oral communication strategies (OCSs). Therefore, the project team plans to implement an SBI which is mostly the combination of OCSs and metacognitive model. The project implementation falls into four meeting with the focus described as follows (1) Introducing OCSs and metacognitive training model, (2) Employing help-seeking strategies and modified interaction strategies through conversation tasks, (3) Employing modified output strategies and  time-gaining strategies through conversation tasks and (4) Employing maintenance strategies and self-solving strategies through conversation tasks. This project is expected to give best practice to the English teachers of partner school as a part of teaching professionalism improvement and development. 

scholarly journals Investigating language aptitude in the success of adult second language acquisition

2021 ◽  
Author(s):  
Anna Zólyomi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Aptitude Test ◽  
Language Aptitude ◽  
Hungarian Language ◽  
Grammar Analysis

AbstractThe present study was conducted by using mixed methods design to investigate the role of language aptitude in second language acquisition (SLA). The quantitative method involved Hungarian adults (N = 27) of two kinds of schools: a technical school and three different universities. These adults participated in completing the aptitude test called Hungarian Language Aptitude Test (HUNLAT). The qualitative part included an in-depth interview, which was conducted with six participants mainly focussing on their learning habits in order to examine if there is any correspondence between aptitude and language learning habits in this sample. Within this sample, males achieved significantly higher scores on the Grammar analysis task and older students scored significantly higher on three tasks; additionally, they scored significantly higher on the total score of the HUNLAT. Furthermore, those students who scored high on the aptitude test regard themselves to be successful and those who scored low regard themselves less successful language learners. The major pedagogical implication that can be drawn from this particular research is that there are many constructs that may influence language aptitude including language learning habits, motivation, and language learning strategies; thus, EFL teachers may reconsider the role of this construct in SLA.

Theoretical Framework for Communicative Adjustment in Language Acquisition

2001 ◽  
Vol 11 (1) ◽  
pp. 39-60 ◽  
Author(s):  
S. Miyazaki
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Crucial Role ◽  
Negotiation Of Meaning ◽  
Narrow Sense ◽  
Language Learning Strategies ◽  
Comprehensible Input ◽  
The Relationship

Although much of the work in the study of negotiation of meaning subsequent to Krashen (1982, 1985) support the notion that negotiation of meaning leads to comprehensible input, which in turn results in acquisition, I question the prevailing assumption based on four reasons. Firstly, negotiation studies show a tendency to under-estimate the role of adjustment. Secondly, it is questionable whether the negotiation for comprehensible input plays a crucial role in language acquisition where the input obtained by the learner is merely simplified input, not optimal input. Thirdly, the study of negotiation of meaning focuses upon meaning in the narrow sense of the word. Limiting the study of negotiation to lexical inadequacies does not guarantee an understanding of successful acquisition. I agree with Neustupný that interactive competence is an ingredient for acquisition. This notion embraces three areas of competence: sociocultural, sociolinguistic and linguistic which are inseparable for understanding language acquisition. Lastly, the relationship between negotiation and acquisition needs to be considered in terms of language learning strategies. The above four points indicate that the framework of negotiation for language acquisition needs to be reconstructed through a focus on the adjustment of inadequacies.

scholarly journals Learner Effectiveness: A Cause of Learner Strategy Use?

2018 ◽  
Vol 6 (4) ◽  
pp. 1
Author(s):  
Mohammadreza Yousefi Halvaei ◽  
Ali Akbar Ansarin
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Graduate Program ◽  
Learning Strategy ◽  
Strategy Use ◽  
Language Learning Strategies ◽  
Learner Differences ◽  
The Impact

The study of the individual learner differences including learner effectiveness has been a genuine concern for second language researchers. The present study strived to examine the impact of learner effectiveness on the language learners’ learning strategy use. According to this purpose, first, the researchers developed the two-part 40-item learning strategy questionnaire of the study according to the strategy questionnaire developed by Wong and Nunan (2011). Second, they selected 441 students (224 male & 217 female) studying at the first year of their graduate program at universities in East Azerbaijan Province (Iran) as the participants of the study. Third, they administered the questionnaire of the study to the chosen participants and asked them to complete it. Finally, the researchers employed the chi-square test to analyze the collected data of the study. Based on the results of the study, there were significant differences between the more effective and less effective EFL learners’ use of language learning strategies. On the basis of these results, it was argued that the syllabus designers should include specific parts in the teaching materials of the EFL classrooms in which the learners become familiar with various learning strategies and are trained to employ the most efficient strategies for the performance of language learning tasks. Similarly, it was pointed out that the EFL teachers should familiarize their learners with the diverse language learning strategies and their predominant role in the process of second language acquisition.

scholarly journals CASE STUDY: THE ROLE OF LEARNING STRATEGIES, PERSONALITY AND MOTIVATION IN THE SECOND LANGUAGE ACQUISITION: WRITING PROFICIENCY OF A SOMALIAN STUDENT

2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Ulin Ni’mah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learning Strategies ◽  
Writing Proficiency ◽  
High Motivation ◽  
The Subject ◽  
Good Learning

The study aims to investigate a case study of second language acquisition of a foreign learner studying at Universitas Islam Negeri Maulana Malik Ibrahim<ins cite="mailto:Muchamad%20Adam%20Basori" datetime="2020-06-23T12:53">,</ins> Malang. There are three aspects examined by the researcher such as the learning strategies, personality, and motivation which influence the learner’s second language acquisition of English. The findings of the research show that the subject has good learning strategies such as reading English books, learning via online media, and studying with friends. The subject has a good personality, an introvert who is confident in practicing English with several people in Indonesia. The subject has high motivation in learning English to get the scholarship and to have a good career in the future. After assessing his essay with the rubric score, the students’ writing proficiency is improved<ins cite="mailto:Muchamad%20Adam%20Basori" datetime="2020-06-23T12:56">.</ins>

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