Individual differences in SLA.

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216305%3A26220%2F24%3APU151313" target="_blank" >RIV/00216305:26220/24:PU151313 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Individual differences in SLA.

Popis výsledku v původním jazyce

Understanding the diverse factors influencing second language (L2) learning, such as cognitive abilities, motivation, age, personality traits, learning strategies and learning styles, are critical in comprehending the complexities of this process. This chapter explores the impact of individual differences on second language acquisition (SLA), learning outcomes, and overall L2 learning success. First, it compares the opinions of the advocates of the critical period hypothesis and those who challenge its rigidity, highlighting the role of learning styles in determining ultimate proficiency for both early and late L2 learners. Then, the chapter discusses the influence of affective factors such as motivation, language anxiety and language attitude on the learners' success in L2 learning. Finally, it directs attention to cognitive factors and personality traits that collectively contribute to the varied and nuanced landscape of SLA. The pedagogical implications of recognizing and accommodating the individual differences in L2 learning offer insights for teachers aiming to optimize their teaching methods and approaches.

Název v anglickém jazyce

Individual differences in SLA.

Popis výsledku anglicky

Understanding the diverse factors influencing second language (L2) learning, such as cognitive abilities, motivation, age, personality traits, learning strategies and learning styles, are critical in comprehending the complexities of this process. This chapter explores the impact of individual differences on second language acquisition (SLA), learning outcomes, and overall L2 learning success. First, it compares the opinions of the advocates of the critical period hypothesis and those who challenge its rigidity, highlighting the role of learning styles in determining ultimate proficiency for both early and late L2 learners. Then, the chapter discusses the influence of affective factors such as motivation, language anxiety and language attitude on the learners' success in L2 learning. Finally, it directs attention to cognitive factors and personality traits that collectively contribute to the varied and nuanced landscape of SLA. The pedagogical implications of recognizing and accommodating the individual differences in L2 learning offer insights for teachers aiming to optimize their teaching methods and approaches.

Druh

C - Kapitola v odborné knize

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

The Psychology Behind Second Language Acquisition

ISBN

979-8-89113-511-6

Počet stran výsledku

24

Strana od-do

1-23

Počet stran knihy

188

Název nakladatele

Nova Science Publishers, Inc.

Místo vydání

New York

Kód UT WoS kapitoly

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