چکیده:
هدف از نگارش این مقاله بررسی این موضوع است که چرا برخی از زبانآموزان در شرایط آموزشی و کلاسی یکسان از همکلاسیهای خود پیش میافتند و بهتر یاد میگیرند. این طور استدلال میشود که این به دلیل وجود تفاوتهای فردی بین زبانآموزان است. تفاوتهای فردی موردبحث در این مقاله عبارتاند از استعداد، نگارش، انگیزه، سبکهای شناختی و راهبردهای یادگیری. مقالهی حاضر، پس از معرفی هر یک از این متغیرها و بررسی دستاوردهای آموزشی آنها، به این نتیجه میرسد که استعداد و سبکهای شناختی دو متغیری هستند که در طول زمان ثابت میمانند، اما سه متغیر دیگر یعنی نگرش، انگیزه و راهبردهای یادگیری دستخوش تغییر میشوند. از اینرو توصیه میشود که معلمان، به زبانآموزان ضعیف از طریق تغییر نگرش، انگیزه بدهند و آنها را در آموزش راهبردهای صحیح یادگیری یاری دهند.
خلاصه ماشینی:
Therefore, this broad issue was narrowed down to five individual differences – aptitude, attitude, motivation, cognitive style and learning strategies – which were briefly discussed.
According to Ellis (1985), “cognitive style is a term used to refer to the manner in which people perceive, conceptualize, organize, and recall information” use linguistic knowledge, including knowledge of their first language, in learning a second language.
Differences between FI and FD individuals Field dependence Field independence children females people-oriented jobs rural, agrarian societies rigid social structures group-central people adolescents/ adults males object-oriented jobs urban, technological societies free social structures individualistic people Almost all language teachers acknowledge that motivation is an important factor in language learning, and that students who lack motivation cannot reach high levels of language proficiency It is now generally accepted that positive attitudes toward the second language as well as its speakers and culture both promote and facilitate the learning process and negative attitudes, on the other hand, impede it General aptitude is defined as the “capability of learning a task”, which depends on “some combination of more or less enduring characteristics of the learner” Abstract The purpose of the present paper is to explore why some language learners, within the same classroom context and under the same teaching conditions, learn better than their peers.
The individual differences discussed in this paper are aptitude, attitude, motivation, cognitive styles, and learning strategies.
The effect of aptitude on language learning has been measured in terms of the proficiency levels of different classroom learners (Ellis, 1985).
These five important personal factors are aptitude, attitude, motivation, cognitive style and learning strategies.