Language Teaching 303 In second language learning, various methods of teaching have been implemented in order to produce successful

learners. Generally, each learner has their own preferences on learning approach which fit their own abilities and interests. In this essay, I will discuss the individual differences in second language learning based on seven aspects which are aptitude, learning styles, learning strategies, motivation, personality, learner beliefs, and identity and ethnic group affiliation. These discussions are based on four case studies which have been given in Language Teaching 303 lecture. Learners aptitude is defined as learners ability in comprehend and absorbing the knowledge particularly second language learning (Lightbown & Spada, 2006). Each individual have their own strengths and weaknesses in study. For example, students may have good memorizing skills but lacks in verbal skills. In learners profile, Titan was known as a good student in memorizing grammar rules during his schooling back home but the different approach implemented in his new class make him feel uncomfortable. He does not happy with a relaxed environment of his class. In contrast, Willie is a visual learner and she hate to learn and memorize grammar rules. These situations might lead to frustration and develop lack of self confident in learners. In order to overcome these problems, the teacher may cater the students differences by introducing the lesson either by focus on form or focus on meaning depending on students preference. Drnyei (2006) stated that learning styles is the natural characteristic which students prefer in learning acquisition. The personality of each individual will affects their learning styles too. Each individual in the learner profiles show variation of learning styles. For example, Willie is a visual learner as she prefers to learn throughout watching cartoon and read picture books. She is an extrovert learner which means activity such as role play and debate will suit her well. Meanwhile, Jentel uses flash card in his learning to remember new vocabulary which categorized him into kinesthetic learner. Besides that, Jentel prefer to be corrected if he makes any mistakes during class but he feels very shy to speak in front of class. The situations might address that Jentels personality are sensing-sequential and introvert. The teacher could construct a structured lesson planning in order to cater Jentels differences. For example, the teacher could create activity which use more body movement during lesson and relate it with meaning forms.

In learning strategies, Beatriz shows that she prefers to use cognitive strategies. Oxford (2001) suggested that cognitive strategies will allow learners to interpret and understanding the knowledge directly. In the learner profile, Beatriz regularly seen as a student who likes to take notes during class and read extra reading to strengthen her understanding. For this type of learner, teacher should show her multiple methods of note taking such as using mind map and others. Besides that, various resources will enable her to choose the reading which will enhance her interest in reading. Each learner needs motivation to boost their learning attitudes. Lightbown & Spada (2006) highlighted that motivation in language learner may be divided in to two aspects which are communicative needs and the ability and interpretation towards language society. These two aspects could be derived into two forms of motivations which are instrumental motivation and integrative motivation (Lightbown & Spada, 2006). For example, Titan shows integrative motivation in his learning as he is interested in the culture and keen to speak and behave like a kiwi. Meanwhile, the instrumental motivation is shown in Beatriz profile as she wants to makes her father happy by learning English language. The example of both learning profiles shows that various types of intrinsic and extrinsic motivation will enhance students learning interest. Therefore, teacher needs to provide all kind of motivation such as praise, give present for good work, and positive reinforcement. By giving appropriate motivation on the correct person and time, it will drive their interest and attention in learning second language. In each individual preference, they usually have their own interpretation on the best ways for them to study language. Particularly for older learners, they tend to relate their previous experience on learning with their current language acquisition (Lightbown & Spada, 2006). For example, Titan feels uncomfortable with his new learning approach because it is totally different with his previous schooling experiences. He prefers to be in teacher centered classroom compared to independent learning. In this situation, the teacher needs to explain the differences on each approach and try to change Titans mind set on how learning should be conducted. Besides that, the teacher could focus more on form after giving the students independent in learning language. Teacher needs to be aware on their teaching approach to cater students need. Social and cultural influences may affect students social life, confidence level and attitudes towards learning (Lightbown & Spada, 2006). Motivation and self confidence may decrease as learner enters new environment and culture. For example, Jentel who had been in his own

culture for a very long period feels difficult in adapting the new cultural and environment. He mentions that he feels uncomfortable speaking to native speakers and prefers to be with his own family and Goodians friends. In this situation, it shows that without fluency in second language, an individual will feel isolated in new society which may influence their learning progress. This situation is not only restricted for older learner as Beatirz also face same difficulties in adapting the culture and social life. She still has trouble in making fiends in his class. Therefore, in teaching lesson, teacher needs to be aware of students differences in cultural background and ethnicity. Teacher should provide materials which students have the background schemata and does not include any sensitive issues. In conclusion, individual differences in learning should be view in various perspectives for teachers to be able to cater their students need. Learners interest and abilities should be taken into consideration by teacher before the lesson started.

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References

Dornyei, Z. (2006). Individual differences in second language acquisition. Retrieved from https://flexiblelearning.auckland.ac.nz/protected/langtchg303/5/dornyei_06.pdf

Lightbown, P. M. & Spada, N. (2006). How languages are learned. New York. Oxford University Press.

Oxford, R. (2001). Language learning styles and strategies. In M. Celci-Murcia, Teaching English as a second or foreign Language, pp. 359-366. Florence, KY : Heinle & Heinle Publishers.