This article is broadly concerned with the differences between individual language learners. In terms of particular content areas of Individual Differences (ID) research, it surveys developments in foreign language aptitude, motivation, learner strategies, and learner styles. A brief review of earlier research on aptitude is presented, followed by discussions of more contemporary work on the origin of aptitude, namely, as a residue of first language learning ability, and on the existence of evidence for “learner types.” Motivation research is reviewed partly with regard to Robert Gardner's research, and then in terms of a wider framework for the functioning of motivation within an educational context. The review of learner strategies research emphasizes current attempts to develop taxonomies of such strategies, and to investigate their theoretical basis and their trainability. Finally, learner styles research, drawing on field independence theory, is discussed, and links are made with the research on aptitude. The article finishes with sections on conceptual and methodological issues in ID research.

Individual Differences in Second-Language Learning

Although its origins have been traced back much further, research in the area of learning style has been active for—at a conservative estimate—around four decades. During that period the intensity of activity has varied, with recent years seeing a particularly marked upturn in the number of researchers working in the area. Also of note is the variety of disciplines from which the research is emerging. Increasingly, research in the area of learning style is being conducted in domains outside psychology—the discipline from which many of the central concepts and theories originate. These domains include medical and health care training, management, industry, vocational training and a vast range of settings and levels in the field of education. It is of little wonder that applications of these concepts are so wide ranging given the centrality of learning—and how best to do it—to almost every aspect of life. As a consequence of the quantity of research, the diversity of the disciplines and domains in which the...

Learning Styles: An overview of theories, models, and measures

Understanding second language acquisition

A cognitive perspective on language learners' listening comprehension problems

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444807004144

Authentic materials and authenticity in foreign language learning

The study reported in this article describes an investigation into the effects of three speech rates: 200 words per minute [wpm] (3.8 syllables per second [sps]); 150 wpm (2.85 sps); and 100 wpm (1.93 sps) on the comprehension of three 350- to 400-word lexically and grammatically graded passages delivered to a group of lower-intermediate level adult NNSs(nonnative speakers). Results showed that moderately fast speech rates resulted in a significant reduction in comprehension, but that scores on passages delivered at slow rates did not significantly differ from those delivered at average rates. Subjective responses confirmed previous research findings showing that perception of speech rate variation is frequently inaccurate. Results of the investigation are discussed in relation to the practical recommendations that might be drawn from them, particularly in terms of time-benefit analysis, if future studies support the present tentative findings.

Speech Rate and NNS Comprehension: A Preliminary Study in Time‐Benefit Analysis*

i In terms of temporal variables and comprehension, the outstanding question (in the sense of being prominent as well as unsettled) is still that of the relationship between speech rate (SR) and listening comprehension. The overall nature of the relationship is however clear-after a certain level, comprehension declines as SR increases-and recent studies (Conrad, 1989; Griffiths, 1990a) have begun to supply details of the relationship. It now remains to indicate for specific groups, on specific texts (a) how much, and at what rates, comprehension decreases as SR rises; (b) if there is a lower SR limit at which reduced comprehension is also observed. The experiment described here is, therefore, one of a series of investigations which aim to provide more detailed information on the relationship beween SR and comprehension. The purpose is to indicate specific SRs or a range of rates which facilitate comprehension and to indicate rates at which comprehension is likely to decline rapidly. A previous study, upon which the present investigation is modelled (Griffiths, 1990a), has indicated that rates of speech faster than 200 words per minute (wpm) /3.8 syllables per second (sps) impair comprehension for lower intermediate learners. However, recent descriptive studies (Griffiths, 1990b; Higgins & Griffiths, 1990; Tauroza & Allison, 1990) have shown that the language learner is likely to meet a far greater spread of rates than the 1.93-3.8 sps rates investigated in that earlier study. A new set of recordings of different materials was consequently prepared for the investigation described here. These were recorded at rates of approximately 5 sps, 3.75 sps, and 2.5 sps. (Tauroza & Allison, 1990, report "average" SR as 230-280 spm, i.e., 3.8-4.7 sps).

Speech Rate and Listening Comprehension: Further Evidence of the Relationship

There is sufficient evidence from both L1 and L2 research to in dicate that temporal variables (including speech rate and pause pheno mena) can be manipulated to facilitate listening comprehension....

A Controlled Study of Temporal Variables in NS-NNS Lectures.

Language Classroom Speech Rates: A Descriptive Study

Book Reviews : Issues in Second Language Acquisition: Multiple Perspectives Leslie M. Beebe (Editor). 1988. New York: Newbury House, 190 pp:

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