Abstract
This paper reflects upon L2 learners’ individual differences against the background of the changing second language acquisition (SLA) theory paradigm. In the first part of the article, the focus is on the present changing status of SLA theory, from the exclusively cognitive approach to the sociolinguistic/sociocultural one. It is claimed that both approaches can be encompassed by the expanding the concept of communicative competence. In the second part, some examples of the author’s past research and of her students’ more recent studies are presented to exemplify the influence of contextually embedded individual differences on EFL learning and use. In conclusion, it is claimed that such a treatment of individual differences is closer to the sociolinguistic and sociocultural SLA theory than the traditional understanding of individual differences as stable traits.
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Notes
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Both children, Mikołaj and Zosia (at present approximately 12 years old), are continuing learning English at school. However, the novelty and enthusiasm of the first years of learning English has worn off. Their parents are more concerned with their musical achievements since they both attend a musical school. The children are treating English like other school subjects. It seems that the English teacher has treated all children as if they were absolute beginners in English at the beginning of the school course and she did not provide a continuation course for children like Mikołaj and Zosia. The effect of such an undifferentiated approach was detrimental for the children’s motivation.
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Niżegorodcew, A. (2012). L2 Learners’ Individual Differences and the Changing SLA Perspective. In: Pawlak, M. (eds) New Perspectives on Individual Differences in Language Learning and Teaching. Second Language Learning and Teaching. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-20850-8_1
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