Individual Differences in Language Learning

A way of processing information, linked to personality and how one approaches problems.

A set of characteristics that describe how a person perceives, interacts with, and responds to learning environments. Involves cognitive, affective, and physiological traits.

A style characterized by careful consideration of information before acting; it stems from a reflective personality or mood.

A style characterized by acting quickly; often arises from emotional states involving urgency or impatience.

The degree to which learning styles remain consistent over time. Some researchers suggest they are consistent in adults, while others question this.

Communication using body language and gestures rather than spoken or written words.

Words in two languages that share a similar origin and meaning.

A cognitive style characterized by focusing on details and analysis in learning.

A cognitive style focused on the overall context and social interaction in learning.

Different hypotheses propose that FI relates to success in focused learning activities, while FS relates to communicative language acquisition.

The idea that FI and FS remain consistent throughout adulthood is questioned.

A test used to measure visual perception and field independence, not field sensitivity.

Lack of a good FS measurement tool limits the research about FI and FS.

Different views on whether Field Independence (FI) or Field Sensitivity (FS) is better in language acquisition.

Using more than one language in a conversation.

A cognitive style characterized by a strong preference for clear, consistent information and a discomfort with ambiguity or contradictions.

A person who sees things in black and white, without considering shades of gray.

A way to solve a problem in language learning, like using a dictionary.

AI can help one focus on core concepts and reject irrelevant or contradictory information. It helps in developing a clear understanding of a system

Students who want explicit explanations and rules, and struggle with letting information slowly sink in.

A tendency to make calculated, slower decisions.

AI can cause rigidity and prevent creative thinking or the assimilation of necessary facts

Asking a teacher or expert for help with language.

A cognitive style characterized by the ability to comfortably accept uncertainty, contradictions, and different interpretations.

Methods used to learn a second language.

A tendency to make quick, intuitive decisions with possible risk.

Strategies used to understand language, like listening and reading.

Making quick decisions based on hunches, potentially through several attempts.

Promotes adaptability, creative thinking, and cognitive flexibility

Strategies used to produce language, like speaking and writing.

Weighing all factors before making a decision.

Can lead to unfocused learning and inefficient absorption of key information

A student who tends to make fewer reading errors, often processing information better than those who are impulsive.

The process of acquiring a language other than one's native language.

High-level plans for language learning.

The beginning phases of learning a second language.

Disagreement and differences in meaning or structure

A reader who is faster but may make more mistakes, skilled to make educated guesses in the process.

Drawing general conclusions from specific observations.

A balance between AI and AT, which allows efficient learning of a new system and avoids extremes of too rigid or too accepting mind set.

Limited existing research shows a slight correlation between high AI and better performance on specific language tasks.

A test that measures a person's tendency to be reflective or impulsive in decision-making.

Analyzing linguistic systems, rules, structures, and definitions; perceiving the logic of language systems.

Integrating diverse linguistic input; comprehending and producing metaphors.

Expressing and comprehending key ideas concisely; remembering lexical and syntactic details.

Getting the overall gist of oral and written input; "reading between the lines" of oral and written input.

Transcending linguistic complexity perceived as difficult; maintaining attention to a difficult conversation or text.

Ascertaining order and system within complexity; questioning/clarifying misunderstood information.

Taking time to mentally sort through linguistic complexity; speaking out only when certain of linguistic systems.

Taking linguistic risks in the face of possible error; taking initiative in conversations.