Abstract
Despite the fact that sometimes circumstances appear very similar, there are often wide variations in the level of proficiency attained in a second language, even by students in the same class. Some students become fairly skilled in a relatively short time while others appear to barely grasp the rudiments of the target language. These differences in proficiency occur even though most individuals learn their own language quite successfully with no apparent effort. Over the years, there has been considerable research conducted to determine reasons for these differences, and many characteristics of individuals have been hypothesized to play a role in accounting for this diversity. These characteristics have included a number of general factors such as age, gender, and various personality attributes, as well as a host of variables that are more directly specific to the task of learning another language. This contribution directs attention to five classes of these latter variables that are currently seen to be of major importance. One reason for this, other than space limitations, is that these variables can be linked theoretically as well as empirically to individual differences in second language achievement. Relationships between achievement and variables such as age, gender and personality characteristics are either equivocal or cannot be linked theoretically with achievement without recourse to their involvement with the other more language-specific variables.
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Gardner, R.C. (1997). Individual Differences and Second Language Learning. In: Tucker, G.R., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4419-3_4
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DOI: https://doi.org/10.1007/978-94-011-4419-3_4
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