WorksheetsIndividual Differences in SLL
Total questions: 20
Worksheet time: 11mins
The notion of the learner as a language processor considers variables such as:
power relations, identity and ethnicity.
social class and gender.
age, motivation and personality.
The notion of the L2 learner as a social being considers variables such as:
Ethnicity, gender and power relations.
Language aptitude, personality and intelligence.
Learning strategies, attidude and willingness to communicate.
Intelligence is usually associated with performance in IQ tests.
True
False
IQ tests may be more stronly related to:
metalinguistic knowledge
communicative ability
Howard Gardner's theory of ______ _______suggests that IQ tests measure only a limited range of abilities.
(a)
Language aptitude hypothesizes that:
A learner with high aptitude may learn with greater ease and speed but other learners may not learn at all.
A learner with high aptitude may learn with greater ease and speed but other learners may also be successful if they persevere.
These are some examples of tests that were designed to measure language aptitude:
Multiple intelligences and learning styles test
Modern language aptitude test, Pimsleur language aptitude battery and computer-based LLAMA aptitude test.
Pimsleur language aptitude battery, attitude towards the language questionnaire and the motivational self-system test.
Check all the language aspects traditionally measured by aptitude tests.
Sound identification
Vocabulary learning
Listening
Syntax
Grammar rules
An individual’s natural, habitual, and preferred way of absorbing, processing, and retaining new information and skills is referred to as:
language aptitude
motivation
intelligence
learning style
Some types of learning styles can be:
visual, musical and spatial.
Field-independent, kinaesthetic and self-confident.
visual, aural, kinaesthetic and field-dependent
A single teaching method or textbook will suit the needs of all learning styles.
True
False
This type of personality may be better suited for language learning:
Quiet, observant learners
Extroverted learners
Both
Feelings of worry, nervousness, and stress experienced by students when learning a second language can be referred to as:
motivation
inhibition
learner anxiety
attitude
Personality variables may be a major factor only in the acquisition of:
literacy or academic skills
conversational skills
Language learning for more immediate or practical goals is called:
Integrative motivation
Positive motivation
Instrumental motivation
Language learning for personal growth and cultural enrichment is called:
Positive motivation
Instrumental motivation
Integrative motivation
Power imbalance, learner identities and affiliation to an ethnic group can have an impact on L2 learning.
True
False
Choose a reason why a learner may avoid L2 learning achievement.
They are afraid of becoming empowered.
They might be perceived as being less loyal to their ethnic group.
They might be identified as the leader of the group.
Learners' expectations regarding how they should be corrected and how grammar should be taught are referred to as:
Learner anxiety
Learner beliefs
Learner attitudes
Check some differences regarding age of acquisition (more than one is possible):
Young learners have more time available for learning, while older learners use metacognitive knowledge and problem solving.
Adults and adolescents can never make rapid progress towards mastery of the L2.
Older learners have a noticeable foreign accent while young learners develop native-like mastery of the L2.
