This document discusses individual factors that influence the learning of a second language, including cognitive style and language learning strategies. It first examines cognitive style, noting that it refers to how learners perceive, monitor, conceptualize, and recall linguistic information. Witkin's theory of field dependence/independence is explained, along with characteristics of field dependent and field independent learners. The document then discusses language learning strategies and provides a typology that includes cognitive, memory, compensation, metacognitive, social, affective, and communication strategies. Finally, it is noted that learning strategies can contribute to communicative competence and learner autonomy if developed through adequate instruction and consideration of learner characteristics.
1. Individual factors in the learning
process of EFL
Student´s presentations: Session 1:
Cognitive styles, Language
aptitude, Learning strategies
June 2013
3. WHAT IS COGNITIVE STYLE?
• It refers to the matter in which the learner:
– Perceives
– Monitors
– Conceptualises; and
– Recalls linguistic information
5. Witkin and the GET
• Born: 2 August 1916 Died: 8 July 1979)
• American psychologist, specialized in the
spheres of cognitive psychology and learning
psychology.
• Pioneer of the theory of cognitive styles and
learning styles.
• GET stands for Group Embedded Test
6. Are you field dependent or field
independent?
1. Do you spend less than three seconds
watching yourself in a mirror? YES – NO
2. On your birthday, do you like having a
party with all your friends? YES – NO
3. When you read a text or article do you
like to comment about it with others?
YES – NO
4. Are you concerned if you don’t have
any likes on a picture you’ve posted in
your facebook account ? YES- NO
5. Do you feel you learn better when
working in groups? YES -NO
7. ANSWERS
• More than 3 Yes: You are field
dependent
• More than 3 No: You are field
independent
• Only Yes: Extremely dependent.
• Only No: Extremely independent.
8. SOCIAL
CHARACTERISTICS OF
THE FIELD DEPENDENT
• Person oriented
• Interested in other
people
• Sensitive to other people
• Gregarious
SOCIAL
CHARACTERISTICS OF
THE FIELD
INDEPENDENT
• More impersonal
• Detached
• Less sensitive
• More aloof
• Cerebral and object
oriented
9. Field dependent – Field independent
• Personal Orientation
• Impersonal orientation
• Analytic
• Holistic
• Socially sensitive
• Not so socially aware
• FD
• FI
• FI
• FD
• FD
• FI
10. Criticism
• William and Burden (1997):
“… There is no such thing as ‘intelligence’ or
‘field dependence’ or ‘motivation’ but it can
sometimes be convenient to treat such entities
as if they do exist so that we can construct tests
to measure them…’
13. To what extent cognitive style of
learning style affects the success (or
otherwise) of learning a foreign
language?
• The studies are not conclusive
14. CONCLUSIONS
• There is no relation between cognitive styles and
academic achievement.
• Teachers should be aware of the different
cognitive styles to guide students better.
• Teachers should try to accomodate the cognitive
styles through varying ways of instructions.
• Factors such as cultural background, age, sex and
level of education seem to influence the style the
learner develops.
16. Learning a second language is a
complex process, which consists of
several factors.
17. Skehan (1989) mentioned five variables
among which the independent ones
are:
Teaching
Learner
Context
The learner variable consists of Individual
factors:
Cognitive
Affective
Physical and Psychological
18. Among the Cognitive
factors, intelligence, language
aptitude, cognitive styles, and learning
strategies must be accounted for.
19. Skehan states that language aptitude is
the most consistent predictor of success
in language learning; therefore, it is an
important factor which should be
developed.
21. Even though Krashen says that
language aptitude is not connected to
formal instruction, Skehan believes that
language aptitude includes both.
The way to develop language aptitude
is by means of adequate instruction,
individual learning, and taking into
consideration learner characteristics
and skills.
23. Definition
Approaches or techniques learners use to try to learn
an L2. They can be behavioral, mental and typically
problem-oriented.
24. Characteristics
Contributes to the main goal: Communicative
competence.
Allows learners to become autonomous.
Problem oriented.
Not always observable and
Often conscious.
Can be taught- strategy training.
Flexible
29. SOCIAL
Counting on friends for
help.
Participating in group
conversations while
pretending real
understanding.
Questioning and
cooperating with
others.
Empathizing with
others.
31. COMMUNICATION
Manchón Ruiz (1985)
Based on L1: Literal
translations, loans and
foreignisms.
Based on L2 or
interlanguage: formation of
new words and paraphrasing.