Chapter 10 : Focus on the Language
Learner: Styles, Strategies and
Motivation. Second Language Acquisition.
presented by :Kamel Saedi
What can teachers / learners do?
Chapter Overview
1. Learner characteristics
2. Learner styles
3. Learner strategies
4. Learner motivation
Successful L2 Learning
Success in learning a foreign or second
language (L2) depends on a variety of factors
such as
 duration and intensity of the language course
 characteristics and abilities of the teacher
 appropriateness of the teaching methodology
 quality of the textbook
 size and composition of the learner group
 amount of natural L2 practice opportunities
 the characteristics of the language learner
Characteristics Outside the
Teacher's Control
 Age
 Gender
 Language Aptitude
 Learning Styles
Age and L2 Acquisition
“… recent research shows that 'the younger the
better' principle is only valid in environments
where there is a constant and natural
exposure to the L2 (for example, learning
French in France); in typical classroom
environments where the amount of exposure
is relatively small, older learners seem to
have the advantage over their younger peers,
that is, here, older is better.”
Language Aptitude
“It is best seen as the language-related aspect
of intelligence, and it determines the rate of
learning and the amount of energy the
progress is likely to require of the learner.”
“…it is important to note that language aptitude
does not determine whether or not someone
can learner a language….this can be
compensated for by various other factors….”
Learning Styles Preferences
 Sensory / perceptual style preferences
 Cognitive style preferences
 Personality-related style preferences
Sensory / Perceptual
Style Preferences
Being more
 Visual
 Auditory
 Tactile / kinesthetic (hands-on)
Cognitive Style Preferences
Being more
 Global or particular / detail-oriented
 A synthesizer and/or being analytic
 Deductive or inductive
Personality-Related
Style Preferences
Being more
 Extroverted or introverted
 Abstract/intuitive or concrete/sequential
 Open or closure-oriented
Strategy Types
1. Language Learning Strategies
2. Language Use/Communication Strategies
Language Use Strategies
1. Retrieval Strategies
2. Rehearsal Strategies
3. Communication Strategies
4. Cover Strategies
Communication Strategies
“…the verbal (or non-verbal) first aid
devices which may be used to deal
with problems or breakdowns in
communication. These devices
enable learners to stay active partners
in communication even when things
do not go well.”
Communication strategies
(Dönyei)
Communication strategies
Avoidance or reduction
Message abandonment
Topic avoidance
Achievement or compensatory
Circumlocution
Approximation
Word coinage
Use of non-linguistic means
Literal translation
Foreignizing
Code switching
Stalling or time-gaining
Use of fillees and other hesitation advices
Interactional
Appeal for help
Asking for repetition
Asking for clarification
Asking for confirmation
Expressing non-understanding
Interpretive summary
Cognitive, Meta-cognitive, Affective
and social Strategies
* Cognitive, Metacognitive, Affective, Social Strategies.
Classifying Strategies According to Skill Areas
Classifying Strategies According to Skill Areas
Listening
Strategies to increase exposure to the new
language
Strategies to become more familiar with the
sounds in the new language
Strategies for better understanding the new
language in conversation
When listening in L2 language
If some or most of what someone says in the
language is not understood
Reading
Related to reading habits in the target
language
Basic reading strategies
When encountering unknown words and
structures
Speaking
In order to practise for speking
In order to engage in conversations
Incapacity to think of a word or expression
Writing
Basic writing strategies
While writing an essay
Once a draft essay has been written
Vocabulary strategy
To memorize new words
In order to review vocabulary
In order to recall vocabulary
As a way of making use of new vocabulary
Strategic use of translation
In order to enhance language learning and
use
To work directly in the target language as
much as possible
Grammar Strategies
In order to master a verb tense
In order to remember pronoun position
In order to check for number and Adj.
agreement
envisioning agreement as in polynomial to
make sure that all the elements of the
sentence agree with the subject