Individual Learner Differences in SLA: (59 Second Language Acquisition)

Beginning from the conflict between individual learner differences and the institutionalized, often inflexible character of formal language instruction, Individual Learner Differences in SLA addresses the fact that despite this apparent conflict, ultimate success in learning a language is widespread. Starting with theoretically-based chapters, the book follows the thread of learner differences through sections devoted to learner autonomy; differentiated application of learning strategies; diagnostic studies of experienced learners’ management of the learning process; and reports on phonological attainment and development of language skills. Rather than providing an overview of all individual variables, the book reveals how some of them shape and affect the processes of language acquisition and use in particular settings.

Table of Contents:
Janusz Arabski and Adam Wojtaszek: Introduction Part 1 BACKGROUND ASSUMPTIONS CHAPTER I-Dieter Wolff: Individual Learner Differences and Instructed Language Learning: An Insoluble Conflict? CHAPTER 2-Mirosław Pawlak: Research into Language Learning Strategies: Taking Stock and Looking Ahead Part 2 SUPPORTING LEARNER AUTONOMY CHAPTER 3-Hasan Bedir: Teachers’ Perceptions of Individual Differences in Turkish Primary School EFL Classes CHAPTER 4-Maria Stec and Anna Studenska: Learning Autonomy Support By Foreign Language Teachers CHAPTER 5- Anna Studenska: Personality and Parenting Styles as Predictors of Self-Regulation in Foreign Lanugage Learning Part 3 LEARNERS’ ABILITIES IN STRATEGY APPLICATION CHAPTER 6-Anna Mystkowska Wiertelak: The Development of Implicit Knowledge Through Structured Input Activities: The Importance of Individual Perceptions Concerning Grammar Instruction CHAPTER 7-Agnieszka Otwinowska-Kasztelanic: Awareness of Cognate Vocabulary and Vocabulary Learning Strategies of Polish Multilingual and Bilingual Advanced Learners Of English Part 4 EXPERIENCED LEARNERS CHAPTER 8-Ewa Piechurska-Kuciel: A Study of Gender-Related Levels of Processing Anxieties Over Three Years of Secondary Grammar School Instruction CHAPTER 9-Joanna Bielska: Challenge or Threat? A Study of Perceived Self-efficacy of Polish EFL Teachers CHAPTER 10-Andrzej Łyda, Krystyna Warchał and Alina Jackiewic: Managing Criticism and Praise by Trainee Interpreters: Looking For Gender Differences CHAPTER 11-Zbigniew P. Możejko: Student Needs Assessment in Teaching English at the Tertiary Level – An Individual Learner Differences Perspective Part 5 INDIVIDUAL CHARACTER OF PHONOLOGICAL ATTAINMENT CHAPTER 12-Andrzej Porzuczek: Regularity and Individual Variation in Native English and Polish Learner's Wh-Question Suprasegmentals CHAPTER 13-Arkadiusz Rojczyk: Time-Limited Verbal Fluency Task with Polish-English Unbalanced Bilinguals CHAPTER 14-Eleni Tsiartsioni: The Acquisition of English Vowel Length Differences before Word Final Stops by Greek Learners of English Part 6 FOCUS ON LANGUAGE SKILLS: READING AND WRITING CHAPTER 15-Sıla Ay and Özgür Şen Bartan: Individual Differences in Foreign Language Reading Comprehension: Gender and Topic Interest CHAPTER 16-Halina Chodkiewicz: Individual Differences in L2 Readers’ Strategic Behaviour While Performing Reading to Learn Tasks: A Case Study CHAPTER 17-Liliana Piasecka: Current Views on Foreign Language Reading Motivation CHAPTER 18-Danuta Gabryś-Barker: From Oral Input to Written Output: On Individual Differences in External Storing of Information CHAPTER 19-Jan Zalewski: Accounting for One Student’s Failure and Another’s Success on a Written Academic Assignment CHAPTER 20-Iwona Kowal: Online Revisions in FL Writing. General Rules and Individual Differences

About the Author :
Janusz Arabski and Adam Wojtaszek both work at the University of Silesia, Poland. Their research interests include psycholinguistics, language acquisition and linguistic pragmatics. They are the editors of Neurolinguistic and Psycholinguistic Perspectives on SLA and The Acquisition of L2 Phonology, both recently published by Multilingual Matters. The editors and the contributing authors are active members of many scientific committees and organizations devoted to the investigation of language acquisition processes, and they regularly participate in many conferences and publish extensively. The author list comprises experienced scholars as well as young and promising researchers. Adam Wojtaszek is Associate Professor and the Deputy Director at the Institute of English, University of Silesia, Katowice, Poland. His major field of interest is linguistic pragmatics, psycholinguistics and language of persuasion. He has published two books on advertising language, Deciphering Radio Commercials – A Pragmatic Perspective (2002) and Theoretical Frameworks in the Study of Press Advertisements – Polish, British and Chinese Perspective (2011), as well as a number of articles on the topic. Within the area of psycholinguistics and second language acquisition studies, he has co-edited a number of volumes reporting on recent studies and developments, such as Neurolinguistic and Psycholinguistic Perspectives on SLA (2010), The Acquisition of L2 Phonology (2011a), Individual Learner Differences in SLA (2011b), Aspects of Culture in Second Language Acquisition and Foreign Language Learning (2011c), and recently Studying Second Language Acquisition from a Qualitative Perspective (2014). He is also the author of a chapter on morphosyntactic development in the volume edited by Danuta Gabryś-Barker, Readings in Second Language Acquisition (2012). He is also one of the organizers of the annual international SLA conference held in Szczyrk, Poland, a major event of international recognition, initiated in the mid 1980’s by Janusz Arabski.

Review :
This volume makes a very important contribution to research on themes and issues connected with Individual Learner Difference in SLA. Its rich and varied content offers very valuable insights by a team of dynamic and up-to-date researchers. All the sub-fields of enquiry are represented here: from gender to age and from motivation to learning styles, thus providing a very useful reference base for theoretical issues, pedagogical implications and further research initiatives in the field. A "must" for researchers in SLA. Overall, this volume makes an up-to-date contribution to the study of individual learner differences in SLA, as well as the development of more individualized language teaching. In particular, experienced researchers and teachers would benefit from its wide array of content. Most of the chapters are well-written, carefully planned, and contain sound research reports. What is particularly important is the fact that all the research accounts summarise individual variations in learning a foreign language, as opposed to a second language environment. Most of the chapters offer valuable and thorough insights into the issues in focus…The volume will be a useful guide to students in applied linguistics and to young researchers in their selection of interesting and valuable topics for further research. This book should be of great use for teachers who intend to take individual learner features into consideration in language classrooms as well as researchers who pursue further empirical evidence on IDs. It is also a useful guide for novice researchers and graduate students who are seeking to learn about research on IDs and its relevant research methodology.