Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-24T20:48:54.389Z Has data issue: false hasContentIssue false
  • English
  • Français

Second Language Research on Individual Differences

Published online by Cambridge University Press:  19 November 2008

Rebecca L. Oxford  and
Madeline Ehrman
Get access Rights & Permissions [Opens in a new window]

Extract

To provide the most effective instruction possible, teachers of a second language (L2) should learn to identify and comprehend significant individual differences in their students. Many excellent teachers have learned to do some of this intuitively, but explicit understanding of individual-difference dimensions can enhance the work of all teachers. Among the most important such variations are differences associated with nine factors: aptitude, motivation, anxiety, selfesteem, tolerance of ambiguity, risk-taking, language learning styles, age, and gender. All of these variables and many more have been shown to be related to L2 learning in various ways. In fact, Gradman and Hanania (1991) identify 22 individual-difference variables that can affect success in learning a new language.

Type
The Role of the Language Learner
Information
Annual Review of Applied Linguistics , Volume 13 , March 1992 , pp. 188 - 205
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Adler, R. S. 1987. Culture shock and the cross-cultural learning experience. In Luce, L. F. and Smith, E. C. (eds). Toward internationalism: Readings in cross-cultural communication, 2nd ed.New York: Newbury House. 24–35.Google Scholar
Au, S. Y. 1988. A critical appraisal of Gardner's socio-psychological theory of second-language (L2) learning. Language Learning. 38.75–100.CrossRefGoogle Scholar
Bardwick, J. 1971. Psychology of women: A study of biocultural conflicts. New York: Harper & Row.Google Scholar
Beebe, L. M. 1983. Risk-taking and the language learner. In Seliger, H. W. and Long, M. H. (eds.) Classroom-oriented research in second language acquisition. Rowley, MA: Newbury House. 39–66.Google Scholar
Brown, H. D. 1987. Principles of language learning and teaching, 2nd ed.Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Burstall, C. 1974. Primary French in the balance. Windsor, England: NFER.Google Scholar
Carter, E. 1988. The relationship of field dependent/independent cognitive style to Spanish language achievement and proficiency: A preliminary report. Modern Language Journal. 72.21–30.CrossRefGoogle Scholar
Chapelle, C. A. 1983. The relationship between ambiguity tolerance and success in acquiring English as a second language in adult learners. Urbana-Champaign, IL: University of Illinois. Ph.D. diss.Google Scholar
Chapelle, C. A. and Roberts, C.. 1984. Field independence and ambiguity tolerance as predictors of proficiency in English as a second language. Paper presented at the 18th Annual TESOL Convention. Houston, TX, March 1984.Google Scholar
Chomsky, N. 1972. Language and mind. New York: Harcourt Brace Jovanovich.Google Scholar
Clement, R., Major, L., Gardner, R. C. and Smythe, P. C.. 1977. Attitudes and motivation in second language acquisition: An investigation of Ontario francophones. Working Papers on Bilingualism. 12.1–20.Google Scholar
Cornett, C. E. 1983. What you should know about teaching and learning styles. Bloomington, IN: Phi Delta Kappa Educational Foundation.Google Scholar
Crookes, G. and Schmidt, R.. 1989. Motivation: Reopening the research agenda. University of Hawaii Working Papers in ESL. 8.217–256.Google Scholar
d'Anglejan, A. and Renaud, C.. 1985. Learner characteristics and second language acquisition: A multivariate study of adult immigrants and some thoughts on methodology. Language Learning. 35.1–19.CrossRefGoogle Scholar
Dornyei, Z. 1990. Analysis of motivation components in foreign language learning. Paper presented at the Ninth World Congress on Applied Linguistics. Thessoloniki, Greece, April 1990.Google Scholar
Ehrman, M. E. 1989. Ants and grasshoppers, badgers and butterflies: Quantitative and qualitative investigation of adult language learning styles and strategies. Cincinnati, OH: Union Institute. Ph.D. diss.Google Scholar
Ehrman, M. E. 1990. Owls and doves: Cognition, personality, and language success. In Alatis, J. E. (ed.) Linguistics, language teaching, and the interdependence of theory, practice, and research. Washington, DC: Georgetown University Press. 413–437. [Georgetown University Round Table on Languages and Linguistics 1990.]Google Scholar
Ehrman, M. E. Forthcoming. Interim report on the Language Learning Profiles Project. Arlington, VA: Foreign Service Institute.Google Scholar
Ehrman, M. E. and Oxford, R. L. 1989. Effects of sex differences, career choice, and psychological type on adults' language learning strategies. Modern Language Journal. 73.1–13.CrossRefGoogle Scholar
Ehrman, M. E. 1990. Adult language learning styles and strategies in an intensive training setting. Modern Language Journal. 74.311–327.CrossRefGoogle Scholar
Ely, C. 1986a. An analysis of discomfort, risktaking, sociability, and motivation in the L2 classroom. Language Learning. 36.1–25.CrossRefGoogle Scholar
Ely, C. 1986b. Language learning motivation: A descriptive and causal analysis. Modern Language Journal. 70.28–35.CrossRefGoogle Scholar
Ely, C. 1989. Tolerance of ambiguity and use of second language learning strategies. Modern Language Journal. 22.437–445.Google Scholar
Ervin-Tripp, S. 1974. Is second language learning like the first? TESOL Quarterly. 8.111–127.CrossRefGoogle Scholar
Fathman, A. 1975. The relationship between age and second language production ability. Language Learning. 25.245–253.CrossRefGoogle Scholar
Galbraith, V. and Gardner, R. C.. 1988. Individual difference correlates of second-language achievement: An annotated bibliography. London, Ontario: University of Western Ontario.Google Scholar
Gardner, R. C. 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.Google Scholar
Gardner, R. C., Lalonde, R. H., Moorcroft, R. and Evers, F. T. 1985. Second language attrition: The role of motivation and use. London, Ontario: University of Western Ontario.Google Scholar
Gardner, R. C. and Lambert, W. E.. 1959. Motivational variables in second language acquisition. Canadian Journal of Psychology. 13.266–272.CrossRefGoogle ScholarPubMed
Gardner, R. C.Lambert, W. E. 1972. Attitudes and motivation in second language learning. Rowley, MA: Newbury House.Google Scholar
Genesee, F. 1978. Is there an optimal age for starting second language instruction? McGill University, Montreal. Unpublished manuscript.Google Scholar
Genesee, F. and Hamayan, E.. 1980. Individual differences in second language learning. Applied Psycholinguistics. 1.95–110.CrossRefGoogle Scholar
Gradman, H. and Hanania, E.. 1991. Language learning background factors and ESL proficiency. Modern Language Journal. 75.39–51.CrossRefGoogle Scholar
Gregorc, A. F. 1979. Learning/teaching styles: Potent forces behind them. Educational Leadership. 36.234–236.Google Scholar
Griffin, S. 1987. How does the match between media and learners' preferred perceptual modes affect literacy learning? Paper presented at the annual meeting of the Association for Educational Communications and Technology. Atlanta, GA, 1987.Google Scholar
Harter, S. 1986. Feeling good about yourself isn't enough. Today. 8.2.2–3.Google Scholar
Horwitz, E. 1990. Attending to the affective domain in the foreign language classroom. In Magnan, S. S. (ed.) Shifting the instructional focus to the learner. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages. 15–33.Google Scholar
Horwitz, E. and Young, D. J.. 1990. Language anxiety: From theory and research to classroom practice. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Krashen, S. 1982. Principles and practice in second language acquisition. Oxford: Pergamon.Google Scholar
Krashen, S., Long, M. and Scarcella, R. (eds.) 1981. Child-adult differences in second language acquisition. Rowley, MA: Newbury House.Google Scholar
Lavine, R. Z. and Oxford, R. L.. 1990. Addressing affective issues in the second and foreign language classroom. Paper presented at the annual meeting of the Modern Language Association. Chicago, IL, December 1990.Google Scholar
Lenneberg, E. 1967. Biological foundations of language. New York: John Wiley.CrossRefGoogle Scholar
Littlewood, W. 1981. Communicative language teaching: An introduction. Cambridge: Cambridge University Press.Google Scholar
Maccoby, E. E. and Jacklin, C. N.. 1974. The psychology of sex differences. Stanford, CA: Stanford University Press.Google Scholar
McCombs, B. L. 1987. The role of affective variables in autonomous learning. Paper presented at the annual meeting of the American Educational Research Association. Washington, DC, April 1987.Google Scholar
Moskowitz, G. 1972. Caring and sharing in the foreign language classroom. Rowley, MA: Newbury House.Google Scholar
Naiman, N., Frohlich, M., Stern, H. H. and Todesco, A.. 1978. The good Language learner. Toronto: Ontario Institute for Studies in Education. [Research in Education Series, 7.]Google Scholar
Oller, J. W. 1981. Research on the measurement of affective variables: Some remaining questions. In Anderson, R. W. (ed.) New dimensions in second language acquisition research. Rowley, MA: Newbury House. 114–127.Google Scholar
Oxford, R. 1982. Research on language loss: A review with implications for foreign language teaching. Modern Language Journal. 66.160–169.CrossRefGoogle Scholar
Oxford, R. 1990. language learning strategies and beyond: A look at strategies in the context of styles. In Magnan, S. S. (ed.) Shifting the instructional focus to the learner. Middlebury, VT: Northeast Conference on the Teaching of Foreign Languages. 35–55.Google Scholar
Oxford, R. 1991. language learning styles. SCOLT Newsletter. Spring, 2–3.Google Scholar
Oxford, R. 1992. U.S.-Japanese educational systems: Implications for global business–A view from this side of the ocean. Paper presented at the annual Alabama Sakura Festival, University of Alabama. Tuscaloosa, AL, March 1992.Google Scholar
Oxford, R. and Crookall, D.. 1989. Language learning strategies: Methods, findings, and instructional implications. Modern Language Journal. 73.404–419.CrossRefGoogle Scholar
Oxford, R., Ehrman, M. and Lavine, R. Z.. 1991. Style wars: Teacher-student style conflicts in the language classroom. In Magnan, S. S. (ed.) Challenges in the 1990s for college foreign language programs. Boston, MA: Heinle and Heinle. 1–25.Google Scholar
Oxford, R. and Nyikos, M.. 1989. Variables affecting choice of language learning strategies by university students. Modern Language Journal. 73.291–300.CrossRefGoogle Scholar
Oxford, R. and Ehrman, M.. 1988. Vive la difference? Reflections on sex differences in use of language learning strategies. Foreign Language Annals. 21.321–329.CrossRefGoogle Scholar
Parry, T. S. and Stansfield, C. W.. 1990. Language aptitude reconsidered. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Politzer, R. L. 1983. An exploratory study of self-reported language learning behaviors and their relation to achievement. Studies in Second Language Acquisition. 6.54–68.CrossRefGoogle Scholar
Ralph, E. G. 1989. Research on effective teaching: How can it help L2 teachers motivate the unmotivated learner? Canadian Modern Language Review. 46.135–146.CrossRefGoogle Scholar
Reid, J. M. 1987. The learning style preferences of ESL students. TESOL Quarterly. 21.87–111.CrossRefGoogle Scholar
Rotter, J. B. 1966. Generalized expectancies for internal vs. external control of reinforcement. Psychological Monograph. 80. [Whole No. 609.]CrossRefGoogle Scholar
Samimy, K. and Tabuse, M.. 1991. Situation-specific affective variables in a second language classroom: Analysis and intervention. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL, April 1991.Google Scholar
Scarcella, R. and Oxford, R. 1992. The tapestry of language learning: The individual in the communicative classroom. Boston, MA: Heinle and Heinle.Google Scholar
Scovel, T. 1978. The effect of affect on foreign language learning: A review of the anxiety research. Language Learning. 28.129–142.CrossRefGoogle Scholar
Selinker, L. 1972. Interlanguage. International Review of Applied Linguistics. 10.209–230.CrossRefGoogle Scholar
Singleton, D. 1989. Language acquisition: The age factor. Clevedon, Avon: Multilingual Matters.Google Scholar
Skehan, P. 1989. Individual differences in second-language learning. London: Edward Arnold.Google Scholar
Stevick, E. W. 1976. Memory, meaning, and method: Some psychological perspectives on language learning. Rowley, MA: Newbury House.Google Scholar
Tannen, D. 1990. You just don't understand: Men and women in conversation. New York: Ballentine.Google Scholar
Tucker, G. R., Hamayan, E. and Genesee, F. H.. 1976. Affective, cognitive, and social factors in second language acquisition. Canadian Modern Language Review. 32.214–226.CrossRefGoogle Scholar
White, R. H. 1959. Motivation reconsidered. Psychology Review. 66.297–333.CrossRefGoogle ScholarPubMed
Youseff, A. 1984. Study time, motivation, and students’ achievement. Paper presented at the 18th Annual TESOL Convention. Houston, TX, March 1984.Google Scholar