Research has found that
certain characteristics can greatly affect second language learning. Some say extroverted learners have better
success. Other relevant factors include
intelligence, aptitude, motivation and attitudes. The Critical Period Hypothesis states that there
is an optimal age for learning language and is another researched factor.
It is very difficult to prove or disprove how personality
characteristics such as motivation, extroversion, or even intelligence aid in
second language learning. These are all
labels for a wide range of characteristics that are not independent and cannot
be directly observed. How language
proficiency is measured also varies.
Intelligence is a traditional indicator of success in school. Intelligence has been related to reading,
grammar, and vocabulary skills of second language, but it has been unrelated to
oral productive skills (
Research shows that aptitude is another important
factor. Its distinguishing feature is
the ability to learn quickly. Two most
used tests for aptitude are Modern Language Aptitude Test (MLAT) and Pimsleur
Language Aptitude Battery (PLAB).
Abilities of aptitude are: (1)
ability to identify and memorize new sounds; (2) ability to understand
functions of words in sentences; (3) ability to deduce rules of grammar from
language samples; and (4) memory for new words.
Many researches and teachers found aptitude as irrelevant with a more
communicative teaching method. Marjorie
Wesch’s (1981) study of adult French learners where students were placed in
instructional programs tailored to their aptitude profiles shows aptitude can
be very successful if you can match individual aptitudes to teaching
environments. If teachers can know their
students’ aptitude profiles, they can tailor or vary their teaching
accordingly.
Different studies on specific personality traits such as
extrovertism related to second language learning have produced different
results. A study by Alexander Guiora
(1972) found inhibition to be a negative force for second language
pronunciation. Subjects given small
amounts of alcohol did better on pronunciation tests than those who did not
drink alcohol. This is not considered
convincing evidence because it is far from classroom setting reality. In addition, larger amounts of alcohol caused
pronunciation to deteriorate rapidly. In
general, research has yet to show a clear relationship between second language
acquisition and personality.
Robert Gardner and Wallace Lambert (1972) defined
integrative motivation and instrumental motivation. Integrative motivation is when people want to
learn for personal growth and cultural enrichment. Instrumental motivation is when people learn
for immediate or practical goals.
Research shows both are related to second language learning success.
Pedagogical practice research shows several areas of
increased levels of motivation (Crookes and Schmidt 1991). They are:
(1) motivating students into lessons; (2) varying activities, tasks, and
materials, and (3) using co-operative goals instead of competitive goals.
Learners all have a certain natural “learning style” or
preference for how absorb, process, and retain new information and skills (Reid
1995). Learners should be encouraged to
use all available methods to learn a second language even when their preferred
method differs from the method of the instructor.
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