

Age



Gender



Intellligence



Lateralization



Modality



Memory



Personality



Motivation

AGE



Length of studing provides much more positive

results than the age in which child beginns to learn;



It is better to start learning as early as it’ s

possible;



We learn more if we study longer;



Learning second language is easier for children

than for youth or adults

Features of
children which
have a good
influence on
learning second
language:

•

They have a lot

of spare time;

•

Spontaneity;

•

They are not

affraid to speak;

•

They can adapt

to new sytuations;

•

They are willing

to take a risk;

•

They are active

and trustful

Features of
children which
are not good in
learning second
language:

•

They forget very

quickly new
material;

•

They have a

short
concentration;

•

They can’t write

or read;

•

They don’t know

how to learn

GENDER

GIRLS

BOYS



They have a tendency to
talk more and
spontaneously;



They are slower but
thorough;



They do their homework and
listen to instrustions with
pleasure beacuse they like
to attract teacher’s
attention;



They like to cooperate in
group



They show more
initiative in individual
work;



They have a logical
memory which helps
them to learn grammar;



They like rivalry so they
are active in
competitions and games;

INTELLIGENCE



Role of intelligence is bigger in initial stages of

language learning;



It becomes less important at advanced level when

the role of knowledge and contents growes;



It’s much easier for teacher to work with intelligent

student because of his spontaneous reactions,
quickness of understanding instructions and ability
to deal with new sytuation or new material

7 TYPES OF
INTELLIGENCE

1.

Logical-
mathematical
intelligence

2.

Bodily-kinesthetic
intelligence

3.

Visual-spatial
intelligence

4.

Interpersonal (or
emotional)
intelligence

5.

Intrapersonal
intelligence

6.

Musical intelligence

7.

Verbal-linguistic
intelligence

LATERALIZATION



It is the control of some physical or mental

function by one side of the body or either
hemisphere of the brain;

LEFT HEMISPHERE

RIGHT HEMISPHERE



It contains nerves centres
responsible for language,
verbal communication, linear
learning, analytical and
abstract thinking;



Students with such
hemisphere domination learn
lingustic system-vocabulary
and grammar, speak fluently,
read and write better, are
thorough and right-handed



It contains nerves centres
responsible for non-verbal
communication(understanding
gestures, mimics), emotional
communication, intuition,
imagination, understanding
situations,interpersonal
relations, sensorial sensation;



Students with such hemisphere
domination are good in
mathematics and arts, they
understand situations and
happenings better, they have
extensive vocabulary, they like
to be leaders, they are
energetic, messy and
impulsive, they are left-handed

MODALITY



It is a way of reaction on a new impulse ; it is a

way of learning;



It is divided on: visual, auditory and kinesthetic;



Children display kinesthetic modality;



In adolescence young people develope visual

modality;



Minority of students develope auditory

modality but there is audiovisual modality;



There are different strategies of learning

connected with the types of modality:

a)

Visual strategy of learning – students like to

read, they write down new informations, they
like pictures, tables, diagrams, their
notebooks are thorough;

b)

Auditory strategy of learning – students learn

aloud, they pay attention to the lesson, they
need to have a voice contact so they talk a
lot;

c)

Kinesthetic strategy of learning -

students

learn by their whole body, they fidget,
knock, stand up and move around the
classroom, they can cause difficulties in
discipline

MEMORY



It is very important factor in second language

development;



Individual differences appear in three stages:

a)

Encoding

b)

Storage

c)

Retrieval

STAGE I – Encoding



Some students learn unintentionally so they

remember many things easily but there are
also some who need to concentrate and
repeat new material many times;



Students can have mechanical memory which

helps them to memorize single elements like
words or forms but they have a difficulty to
remember general regularities;



Students with logical memory can remember

general regularities because they have an
ability to analyse new material but they have
a problem with learning new words or irregular
forms of verbs;

STAGE II – Storage



It is hidden stage;



It can be durable if the new material is

associated by students with older material
and if it is often repeated

STAGE III – Retrieval



Some students can remeber new material for a

long time but there are also students who forget
everything next day. It is caused by differences in:

a)

Pace of memorizing – how fast student learns;

b)

Durability of memorizing – how long student

remembers new material;

c)

Loyalty to memory – how precisely student can
capture new material;

d)

Capacity of memory – how much student is able

to remember;

e)

Readiness of memory – how fast student can

remind proper material

EXTROVERT

•

They focus their

attention outwards
and on other
people;

•

They like to talk

and their
pronouncements
are very
spontaneous ;

•

They like to take

part in group work
and in dialogues;

•

They don’t like to

work alone;

•

They can have

problems with
spelling, reading
and grammar

INTROVERT

•

They are

withdrawn

•

They like to be

alone;

•

They don’t talk a

lot;

•

Their

pronouncements
are correct but
not fluent

Self-esteem



Low self-esteem – students underestimate their

abilities, they don’t like to talk, they don’t put
in study any efforts because they think that
they won’t achieve good results;



Middle ground self-esteem and high self-

esteem – students are not afraid to talk, they
have good results in study, too high self-esteem
can lead to reduction of amount of hours which
student dedicates to learning language

Taking and not taking risk



Students who don’t take a risk – have a difficult

start in learning language, they talk only when
they are sure of their pronouncements, they
practice less in talking, process of talking is very
hard and slow for them;



Students who take a risk – they learn how to

communicate in foreign language very quickly
but correctness of their pronouncements is not
always good, success in communication can lead
to reduction of motivation

Level of fear



Low level of fear can help in concentration

and mobilization;



High level of fear can make difficulty for

students to talk and can lead to school
neurosis

MOTIVATION



It is striving to achieve our aim;



There are different motives in learning second

language:

a)

Security motive;

b)

Receive recognition motive;

c)

Achievement motive;

d)

Cognitive motive;

e)

Integration motive;

f)

Instrumental motive



There can also be lack of motivation to learn

caused by other stronger motivation;



When there isn’t any internal motivation

teacher can use compulsion motive;



Motivation is connected with attitude:

a)

To language;

b)

To society and culture of the language

Children motivation



Children get to know language through their

teacher;



Motivation to learning comes from sympathy

to teacher. When child likes teacher he likes
also subject;



The best way to increase motivation is nice

atmosphere in classroom, understanding and
fairness

Youth motivation



Motivation comes from good competences of

teacher;



Motivation can be increased thanks to

interesting topic;



Students like to have an influence on topic of

the lesson and on the form of work

Adults motivation



Motivation is positive;



They learn because they decided to and they

want to do it