Individual Learner Differences in SLA

Edited by Prof. Janusz Arabski, Adam Wojtaszek

Publication date:

02 September 2011

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781847694348

Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread. Starting with theoretically-based chapters, the book follows the thread of learner differences through sections devoted to learner autonomy; differentiated application of learning strategies; diagnostic studies of experienced learners’ management of the learning process; and reports on phonological attainment and development of language skills. Rather than providing an overview of all individual variables, the book reveals how some of them shape and affect the processes of language acquisition and use in particular settings.

Janusz Arabski and Adam Wojtaszek: Introduction

Part 1 BACKGROUND ASSUMPTIONS

CHAPTER I-Dieter Wolff: Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict?

CHAPTER 2-Mirosław Pawlak: Research into Language Learning Strategies: Taking Stock and Looking Ahead

Part 2 SUPPORTING LEARNER AUTONOMY

CHAPTER 3-Hasan Bedir: Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes

CHAPTER 4-Maria Stec and Anna Studenska: Learning Autonomy Support By Foreign Language Teachers

CHAPTER 5- Anna Studenska: Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Lanugage Learning

Part 3 LEARNERS’ ABILITIES IN STRATEGY APPLICATION

CHAPTER 6-Anna Mystkowska Wiertelak: The Development of Implicit Knowledge Through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction

CHAPTER 7-Agnieszka Otwinowska-Kasztelanic: Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners Of English

Part 4 EXPERIENCED LEARNERS

CHAPTER 8-Ewa Piechurska-Kuciel: A Study of Gender-Related Levels of Processing Anxieties Over Three Years of Secondary Grammar School Instruction

CHAPTER 9-Joanna Bielska: Challenge or Threat? A Study of Perceived Self-efficacy of Polish EFL Teachers

CHAPTER 10-Andrzej Łyda, Krystyna Warchał and Alina Jackiewic: Managing Criticism and Praise by Trainee Interpreters: Looking For Gender Differences

CHAPTER 11-Zbigniew P. Możejko: Student Needs Assessment in Teaching English at the Tertiary Level – An Individual Learner Differences Perspective

Part 5 INDIVIDUAL CHARACTER OF PHONOLOGICAL ATTAINMENT

CHAPTER 12-Andrzej Porzuczek: Regularity and Individual Variation in Native English and Polish Learner's Wh-Question Suprasegmentals

CHAPTER 13-Arkadiusz Rojczyk: Time-Limited Verbal Fluency Task with Polish-English Unbalanced Bilinguals

CHAPTER 14-Eleni Tsiartsioni: The Acquisition of English Vowel Length Differences before Word Final Stops by Greek Learners of English

Part 6 FOCUS ON LANGUAGE SKILLS: READING AND WRITING

CHAPTER 15-Sıla Ay and Özgür Şen Bartan: Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest

CHAPTER 16-Halina Chodkiewicz: Individual Differences in L2 Readers’ Strategic Behaviour While Performing Reading to Learn Tasks: A Case Study

CHAPTER 17-Liliana Piasecka: Current Views on Foreign Language Reading Motivation

CHAPTER 18-Danuta Gabryś-Barker: From Oral Input to Written Output: On Individual Differences in External Storing of Information

CHAPTER 19-Jan Zalewski: Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment

CHAPTER 20-Iwona Kowal: Online Revisions in FL Writing. General Rules and Individual Differences

This volume makes a very important contribution to research on themes and issues connected with Individual Learner Difference in SLA. Its rich and varied content offers very valuable insights by a team of dynamic and up-to-date researchers. All the sub-fields of enquiry are represented here: from gender to age and from motivation to learning styles, thus providing a very useful reference base for theoretical issues, pedagogical implications and further research initiatives in the field. A "must" for researchers in SLA.