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This is a three part video series that will look at how personal characteristics influence
language learning. This first video looked at IQ, aptitude, learning styles, extrovertedness,
and inhibitions. The second video considered anxiety, and motivation.
This third video will briefly look at cultural identity, learner beliefs and the Critical
Period Hypothesis.
Another personal area of language learning is cultural identity. How do students feel
about the language they are supposed to be learning? How do they feel about the culture
behind the language? Is it the language of a conqueror? These can influence learners
on a number of levels. Do students who get complimented for their native-like sound or
ability get teased by other students? We no longer push "native-like fluency" in TESOL
programs because of the identity issues related to it as well as the fact that the majority
of students will never reach that level. And, they don't have to. What we strive for these
days is communicative competence -- being able to communicate in the target work or
leisure situations.
The next personal area of language learning is learner beliefs. I warn new teachers that
adult learners may not appreciate lots of games or songs in the classroom because they
often come to class with their own ideas about how they need to learn. With adult learners
it is much more important to consistently communicate the purpose and learning goals
for any activity that happens in class. It is possible to change someone's belief about
how a second language should be learned, but it takes patience, clear communication of
the plans and goals, and perceived success.
The last personal area of language learning I want to discuss is the Critical Period Hypothesis.
There is a fair amount of research showing that someone starting to study a language
after puberty will never reach native-like pronunciation fluency. However, there is also
evidence to suggest that babies growing up in a bilingual and bicultural environment
tend to get confused and do not reach fluency faster than kids who start learning around
ages 10 to 12. It seems like the best option is to let children become well-grounded in
their mother tongue and culture before introducing them to a second one.
In Review, we discussed cultural identity, learner beliefs and the Critical Period Hypothesis.