ABSTRACT
This chapter develops the idea that there is no single best teaching method for all learners because, apart from the age factor, discussed in Chapter 1, learners vary individually along a number of variables. The individual differences here examined are: aptitude for language learning, language-learning motivation, personality, cognitive style and language-learning style. Concerning aptitude, after a brief introductory word on the idea of aptitude for language learning, the underlying rationale and design of the Modern Language Aptitude Test (MLAT) and the Language Aptitude Battery (LAB) are examined and an appraisal of their effectiveness is made. In addition, the more communicatively oriented CANAL-F test is briefly presented and its effectiveness compared with the MLAT and LAB.
Concerning motivation, after a brief introduction to the idea of goal-driven behaviour, various approaches to language-learning motivation are discussed in rough chronological order. These comprise social-psychological approaches, cognitive approaches and process approaches. With specific reference to classroom language learning, the distinction between demotivation and amotivation is drawn and possible learner attributions for success and failure briefly examined.
Concerning personality, after a brief discussion of the classical four humours by way of introduction to the idea of personality, The Meyers-Briggs Type Indicator (MBTI) is presented as an influential macro-descriptive tool, but its limitations with reference to the fine-grained sub-features which are important for language-learning motivation and language-learning success or failure are also mentioned. To address this issue, some important sub-features of personality, relevant for language learning, are then presented in more detail. These include anxiety, risk-taking, inhibition, sensitivity to rejection, willingness to communicate (WTC), self-esteem, self-efficacy, tolerance of ambiguity and empathy.
Concerning cognitive style, various aspects deemed relevant to language learning are examined. These include field-independence versus field-dependence, deductive versus inductive reasoning styles, global versus particular reasoning styles, sharpening versus levelling memory styles, impulsive versus reflective response styles, random versus sequential processing styles and synthesising versus analytic styles.
The chapter concludes with a consideration of individual learning styles. It is argued that a learner’s preferred learning style may result from individual personality factors, cognitive style factors and learning experience. Learners should be encouraged to develop an awareness of their preferred learning style, but also to try to extend its boundaries (style stretching). To close the chapter, problems that may result from various clashes and mismatches between learning styles and teaching styles are briefly reviewed.
