ABSTRACT
This chapter presents an understanding of learners’ contributions to the English Language Teaching (ELT) classroom and to second language (L2) learning. It examines how who individual learners are might affect their L2 development, identifying age, aptitude, personality and gender as potential sources of variation between learners. The notion of language aptitude, that is, that some people have a ‘flair’ for language learning, has both popular and theoretical support. The chapter investigates how individual learners’ approaches to L2 learning may vary, focusing on motivation, beliefs and learning styles. Applied linguists have approached the idea of language learner individuality and variation in a number of ways. It explores the practical implications of learner individuality for the ELT classroom, encouraging readers to reflect upon the possible implications for their own English language teaching context. The chapter explores how ‘learner characteristics’ raise a series of practical questions for ELT professionals concerning how English might be taught and, indeed, who it might be taught to.
