The Differences of Individual Learners in Second Language Acquisition
Keywords:
age, gender gap, individual differences, motivation, second language acquisition, strategiesAbstract
Second language acquisition is believed to be affected by many factors such as external factors including communicative environment factors, comprehensive inputs, etc.; moreover, inside-learner factors or individual learner differences such as the physiology, namely, aptitude, age of onset, gender, emotion, or motivation of learning, and strategies adopted also contribute significantly to the process of learning. This literature review is predominantly to investigate individual differences towards second language acquisition and the relationship and correlation of the factors.
References
Abrahamsson, Niclas & Hyltenstam, Kenneth. (2009). Age of Onset and Nativelikeness in a Second Language: Listener Perception Versus Linguistic Scrutiny. Language Learning. 59. 249 - 306. 10.1111/j.1467-9922.2009.00507.x.
Abu Radwan, Adel. (2011). Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English. Asian EFL Journal. 13. 115-163. https://www.asian-efl-journal.com/PDF/March-2011-aar.pdf
Alizadeh, Mitra. (2016). The Impact of Motivation on English Language Learning. http://ijreeonline.com/article-1-23-en.pdf
Ansyari, M. & Rahmi, Hasni. (2016). A Comparison between Male and Female Students' Language Learning Strategies Preference. https://www.researchgate.net/publication/329011956_A_Comparison_between_Male_and_Female_Students'_Language_Learning_Strategies_Preference_in_Learning_English_at_Senior_High_School_12_Pekanbaru
Bernat, Eva & Lloyd, Rosemarie. (2007). Exploring the gender effect on EFL learners' beliefs about language learning. Australian Journal of Educational & Developmental Psychology. 7. 79-91. https://www.researchgate.net/publication/228351609_Exploring_the_gender_effect_on_EFL_learners%27_beliefs_about_language_learning
Carrio-Pastor, María & Mestre-Mestre, Eva. (2014). Motivation in Second Language Acquisition. Procedia - Social and Behavioral Sciences. 116. 240–244. 10.1016/j.sbspro.2014.01.201.
Cocca, M., García, J.A., Zamarripa, J., Demetriou, Y., & Cocca, A. (2017). Psychometric parameters of the attitude/motivation test battery instrument in a mexican environment. https://www.semanticscholar.org/paper/Psychometric-parameters-of-the-attitude%2Fmotivation-Cocca-Garc%C3%ADa/2cd4d3db4cd884be9431977ecb0521cd41b90166#references
Coskun, Lokman. (2014). The Girls are Better at Language Learning: A Comparative Approach. Journal of Educational and Social Research. 10.5901/jesr.2014.v4n2p17.
Finn, A. S. (2013, September 21). The sensitive period for language acquisition: The role of age related differences in cognitive and neural function. eScholarship, University of California. https://escholarship.org/uc/item/44j0q2fv.
Gargalianou, Vasiliki & Muehlfeld, Katrin & Urbig, Diemo & van Witteloostuijn, Arjen. (2016). Foreign Language Anxiety in Professional Contexts: A Short Scale and Evidence of Personality and Gender Differences. Schmalenbach Business Review. 17. 195–223. 10.1007/s41464-016-0007-6.
Gonzales, R. D. L. C. (2010). Motivational Orientation in Foreign Language Learning: The Case of Filipino Foreign Language Learners. https://www.academia.edu/1050933/Motivational_Orientation_in_Foreign_Language_Learning_The_Case_of_Filipino_Foreign_Language_Learners.
Gonzales, Richard & Lopez, Marcos. (2015). Foreign Language Learning Motivation Questionnaire: Further Examination of a Six-Factor Model. https://www.researchgate.net/publication/269576750_Foreign_Language_Learning_Motivation_Questionnaire_Further_Examination_of_a_Six-Factor_Model
Hammad, Aaidha. (2016). Age and Second Language Acquisition: A Case Study from Maldives. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering. 10. 2537 - 2540. https://doi.org/10.1111/j.1467-9922.2009.00507.x
Jimenez-Catalan, Rosa M. (2003). Sex differences in L2 vocabulary strategies. International Journal of Applied Linguistics. 13. 54 - 77. 10.1111/1473-4192.00037.
Krčelić, Petra. (2017). WHY (NOT) LEARN ENGLISH: GENDER DIFFERENCES IN LEARNERS' MOTIVATION AND DEMOTIVATION. 124-129. 10.21125/edulearn.2017.1028.
Muhammad, Akram & Ghani, Mamuna. (2013). GENDER AND LANGUAGE LEARNING MOTIVATION. https://www.researchgate.net/publication/341164307_GENDER_AND_LANGUAGE_LEARNING_MOTIVATION
Nikitina, L., & Furuoka, F. (2007). Language Classroom: A "Girls' Domain"? Female and Male Students' Perspectives on Language Learning. https://files.eric.ed.gov/fulltext/ED508640.pdf
Peters, C. (2019). Analyzing the Gender Gap in Second Language Acquisition: A New ESL Curriculum for Latina English Learners. https://trace.tennessee.edu/cgi/viewcontent.cgi?article=3290&context=utk_chanhonoproj
Tejada Reyes, Venecia. (2018). PSYCHOLOGICAL PERSONALITY FACTORS IN LEARNING ENGLISH FOREIGN LANGUAGE. http://files.eric.ed.gov/fulltext/ED592408.pdf
Viriya, Chayata & Sapsirin, Sutthirak. (2014). Gender differences in language learning style and language learning strategies. Indonesian Journal of Applied Linguistics. 3. 10.17509/ijal.v3i2.270.
Wang, W. (1998, November 30). Age and Second Language Acquisition in Adulthood: The Learning Experiences and Perceptions of Women Immigrants. https://eric.ed.gov/?id=EJ585971.
Wimolmas, Ratanawalee. (2013). A Survey Study of Motivation in English Language Learning of First Year Undergraduate Students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. http://www.litu.tu.ac.th/journal/FLLTCP/Proceeding/904.pdf
Öztürk, Gökhan & Gurbuz, Nurdan. (2012). The impact of gender on foreign language speaking anxiety and motivation. https://www.researchgate.net/publication/292991853_The_impact_of_gender_on_foreign_language_speaking_anxiety_and_motivation
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Viet Quoc Hoang
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
