1. Language Aptitude and Cognitive Factors
Carroll’s MLAT and Modern Working Memory Models
Language aptitude refers to a specific cognitive capability for learning a second or foreign language quickly and efficiently:
- Phonemic Coding Ability: The capacity to identify distinct sounds, form associations between sounds and symbols, and retain them in memory.
- Grammatical Sensitivity: The ability to recognize the grammatical functions of words in sentence structures without necessarily knowing formal grammar rules.
- Inductive Language Learning Ability: The cognitive capacity to infer linguistic rules and patterns from authentic language input.
- Associative Memory: The ability to form strong connections between native and L2 vocabulary items and recall them accurately.
- Executive Working Memory (Modern Models): Modern SLA research (e.g., Skehan, Dörnyei) emphasizes Working Memory Capacity (WMC) as the engine of aptitude, crucial for real-time speech processing and output monitoring.
2. Motivation and L2 Self System Theory
| Motivational Model / Construct | Key Theorist(s) | Core Theoretical Components |
|---|---|---|
| Socio-Educational Model | Robert Gardner | Distinguishes between Integrative Motivation (desire to identify with/join L2 culture) and Instrumental Motivation (pragmatic goals like jobs or exams). |
| Self-Determination Theory (SDT) | Deci & Ryan | Categorizes motivation into Intrinsic (inherent enjoyment/interest), Extrinsic (external rewards/punishments), and Amotivation (lack of intent). |
| L2 Motivational Self System | Zoltán Dörnyei | Includes Ideal L2 Self (aspirational vision), Ought-to L2 Self (external expectations/obligations), and L2 Learning Experience (classroom environment). |
| Directed Motivational Currents (DMCs) | Dörnyei et al. | Intense, highly focused surges of sustained motivational energy driving long-term task completion and goal achievement. |
3. Affective, Cognitive Styles, and Learning Strategies
Personality, Affect, Cognitive Styles, and Oxford's SILL
- Affective Factors:
- Foreign Language Anxiety (FLCA): Horwitz et al.'s FLCAS categorizes it into Communication Apprehension, Test Anxiety, and Fear of Negative Evaluation. Distinguishes Debilitative Anxiety (hinders performance) from Facilitative Anxiety (heightens focus).
- Inhibition & Language Ego: Guiora's theory of the language ego; lower inhibition (e.g., permeable ego boundaries) facilitates pronunciation accuracy.
- Cognitive & Learning Styles:
- Field Independence vs. Field Dependence: Field independent learners excel at analytical tasks and isolating rules; field dependent learners excel at holistic, communicative social interactions.
- Ambiguity Tolerance: The ability to process unstructured or unfamiliar L2 input without feeling frustrated or overwhelmed.
- Language Learning Strategies (Oxford's SILL):
- Direct Strategies: Memory (mnemonics), Cognitive (practicing, analyzing), and Compensation (guessing, circumlocution).
- Indirect Strategies: Metacognitive (organizing, planning, self-monitoring), Affective (lowering anxiety), and Social (asking questions, cooperating).
Set 0 - Study Summary
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Pedagogy