Good Language Learners

Paper Summary:

In this paper, the writer presents a study that explores the individual factors and learning situations of two successful second language learners of English and examines the interaction of these variables to investigate how the interaction contributed to successful or less successful language learning. The paper's study shows how understanding characteristics of good language learners (GLLs) requires attention to the contextual surrounding of learning and individual differences of learners including affective factors, cultural variation and developmental stages. The paper explains that increasing our awareness of the need to take individual learner variations into consideration helps to provide better opportunities for learners to enhance their language learning.

Outline:
Introduction
Method
Results
Discussion
Conclusion

From the Paper:

"The study of individual difference in second language (L2) learning attracted many researchers for a long time as the outcome of L2 acquisition is more diverse than that of a first language (L1) (Segalowitz, 1997, p. 85). In the 1970s, identifying the characteristics of successful or good language learners (GLLs) was increasingly augmented for exploring the ways of empowering less successful language learners to become more effective in their learning. Early investigations into GLLs focused on the effects of learners' individual characteristics such as age, motivation, affects, attitudes, and learning strategy use on the outcome. The general findings of these studies indicate that motivation and attitudes are strong predictors of successful 2L learning (Norton & Toohey, 2001, p. 309) and that GLLs use more learning strategies or more appropriate application of strategies to the learning task (Gan, Humphreys & Hamp-Lyons, 2004, p. 230)."

Sample of Sources Used:

• Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (Ed.). Affect in language learning (pp. 1-24). Cambridge: Cambridge University Press.
• Brown, H. D. (2007). Principles of language learning and teaching. (5th ed.). White Plains, NY: Pearson Education.
• Chamot, A. (2001). The role of learning strategies in second language acquisition. In M. Breen (Ed.). Learner contributions to language learning: New directions in research (pp. 25-43). Harlow: Longman.
• Cohen, A. (1998). Strategies in learning and using a second language (pp. 3-23). Harlow: Longman.
• Dornyei, Z. (2003). Attitudes, orientations and motivations in language learning: Advances in theory, research, and applications. Language Learning, 53, 3-30.

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