Description
Book SynopsisBeginning 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.
Trade ReviewThis 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.
-- Muiris Ó Laoire, Institute of Technology Tralee, Ireland
Overall, this volume makes an up-to-date contribution to the study of individual learner differences in SLA, as well as the development of more individualized language teaching. In particular, experienced researchers and teachers would benefit from its wide array of content.
-- Tim S. O. Lee, Chinese University of Hong Kong, China * LINGUIST List: Vol-23-587 *
Most of the chapters are well-written, carefully planned, and contain sound research reports. What is particularly important is the fact that all the research accounts summarise individual variations in learning a foreign language, as opposed to a second language environment. Most of the chapters offer valuable and thorough insights into the issues in focus…The volume will be a useful guide to students in applied linguistics and to young researchers in their selection of interesting and valuable topics for further research.
-- Anna Michonska-Stadnik, University ofWroclaw, Poland * Anglica Wratislaviensia, XLX, 2012 *
This book should be of great use for teachers who intend to take individual learner features into consideration in language classrooms as well as researchers who pursue further empirical evidence on IDs. It is also a useful guide for novice researchers and graduate students who are seeking to learn about research on IDs and its relevant research methodology.
-- Seongmee Ahn, Michigan State University, USA * SSLA issue 35:3 *
Table of ContentsJanusz 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
