FACTORS AFFECTING SECOND
LANGUAGE LEARNING
by : Abdullah Farih, M.Pd
English is very important in this
era. English is one of main communication. AEC (ASEAN Economic Community) is on
going now. In everyday life we should use English as a main communication. Studying
English is very important. In studying English, we have to understand factors
affecting second language learning. According to Lightbown and Spada, there are
seven factors affecting language learning: (1) intelligence; (2) aptitude;
(3) personality; (4) motivation and attitude; (5) learner preferences; (6)
learner beliefs, and (7) age acquisition.
The first is intelligence. The
meaning of intelligence has traditionally been used to refer to performance on
certain kinds of tests. These tests are often associated with success in
school, and a link between intelligence and second language learning has
sometimes been reported. Over the years, many studies using a variety of
intelligence (IQ) tests and different methods of assessing language learning
have found that IQ scores were a good means of predicting how successful a
learner would be. It is important that intelligence is complex and that
individuals have many kinds of abilities and strength, not all of which are
measured by traditional IQ tests. Some of experiences, many students whose
academic performance has been weak have experienced considerable success in
second language learning.
The second is aptitude. Aptitude is
one of the important factors affect second language learning. Learning quickly
is the distinguishing feature of aptitude. The aptitude factor has been
investigated most intensively by researchers interested in developing tests
which can be used to predict whether individuals will be efficient learners of
a foreign language in classroom setting. Aptitude test is composed of different
types of abilities: (1) the ability to identify and memorize new sounds; (2)
the ability to understand the function of particular words in sentences; (3)
the ability to figure out grammatical rules from language samples; and (4)
memory for new words.
The third is personality. A number of
personality characteristics have been proposed as likely to affect second
language learning, but it has not been easy to demonstrate their effects in
empirical studies. As with other research investigating the effect of
individual characteristics on second language learning, different studies
measuring a similar personality trait product different result.
The fourth is motivation and
attitude. There has been a great deal of research on the role of motivation and
attitude in second language learning. The overall findings show that positive
attitudes and motivation are related to success in second language learning.
Motivation in second language learning is a complex phenomenon which can be
defined in terms of two factors: learners’ communicative needs and their attitudes
towards the second language community. Several areas where educational research
has reported increased levels of motivation for students in relation to
pedagogical practices are: motivating students into the lesson; varying the activities,
tasks, and material; using co-operative rather than competitive goals.
The fifth is Learners preferences. Learners
have clear preferences for how they go about learning new material. The term
‘learning style’ has been used to describe an individual’s natural, habitual,
and preferred way of absorbing, processing, and retaining new information and
skills. We have all heard people say that they cannot learn something until
they have seen it. Such learners would fall into the group called ‘visual’
learners. Other people, who may be called ‘aural’ it. For others, who are
referred to as ‘kinesthetic’ learners, there is a need to add a physical action
to the learning process.
The sixth is a learner’s belief. Second
language learners are not always conscious of their individual learning styles,
but virtually all learners, particularly older learners, have strong beliefs
and opinions about how their instruction should be delivered. These beliefs are
usually based on previous learning experiences and the assumption (right or
wrong) that a particular type of instruction is the best way for them to learn.
The last is age of acquisition. We
now turn to a learner characteristic of a different type age. This
characteristic is easier to define and measure than personality, aptitude, or
motivation. Nevertheless, the relationship between a learner’s age and his or
her potential for success in second language acquisition is the subject of much
lively debate. Most studies of the relationship between age of acquisition and
second language development have focused on learners’ phonological
(pronunciation) achievement. In general, these studies have concluded that
older learners almost inevitable have a noticeable ‘foreign accent’.
In conclusion, intelligence,
aptitude, personality, motivation and attitude, learner preferences, learner
beliefs, and age acquisition are factors affect second language learning.
