Key Influences

Why do some L2 learners learn faster and better than others? Here are some vital points for you to remember and reflect on regularly when you are on the job. They are not in any specific order.

1. Degree of intellect

Some L2 learners are just brighter than others. If they are motivated to learn, they will achieve higher levels of learning.

2. Age

So many studies have been carried out to prove or disprove that age is or isn’t a key influence on learning. None have achieved their purpose successfully. When we compare SLA with, say, learners at age 6, 16, 26, or 56, there are so many other variables involved. How can the acquisition of a 6-year-old with an open mind and no cares in the world be compared to the acquisition of a 26-year-old who is learning part-time and has lots of concerns? 

There is no definitive answer.

However, our experience tells us that, generally, the older a person becomes, the more difficult it is to acquire a second language. Even although that older person has a broader view of the world and more extensive experiences, he also has many more things requiring his focus and concentration.

3. Learning style

If the teaching is not carried out in line with the student's preferred learning style, e.g., lots of visuals or lots of audio or lots of discussions and activities, etc., learning may very well be curtailed. We will explore ‘learning styles’ in-depth in Module 2. 

4. Motivation

Whether this is intrinsic (learning for its own sake) or extrinsic (for some goal or reward, e.g., securing a new job), every student has varying degrees of motivation. It's also challenging to keep students motivated all of the time.

Remember this! The whole person comes to school, be it your students or you. Students have their ups and downs. They come with all their personal baggage, e.g., worrying about a sick parent/child, or upset due to a breakdown in some personal relationship. So, the motivated person yesterday may not be the motivated person today. Help and show empathy wherever you can. 

And the same applies to you.

You may feel a little bit down due to some personal issue. Alternatively, you may have had just one too many social events the nights before. You'll need to make a supreme effort not to let these events affect your teaching. Your learners need you to be constant, i.e., positive, welcoming and full of life all the time.

5. Language proficiency in L1

There's no doubt that a learner who is proficient in her L1 language (grammar, structure, mood, etc.) and understands all of this, has a great head start when learning an L2.

6. Awareness of L2

Again, a student will have a great head start on others if she already has an awareness of the L2, perhaps through living in a bi-lingual environment.

These were easy for you! Let’s ramp it up a bit.

Now, let’s look at some trickier additional issues that we have come across in our years of teaching EFL/ESOL: 

7. Autonomy

Some educators say that students should play a more active role in designing or selecting learning experiences in schools.

This approach can encourage students to be more interested in school, more motivated to learn, and more likely to take responsibility for their education.

That is, students should be given some degree of autonomy. There is no doubt that most learners thrive on autonomy. Studies have shown that as learner autonomy increases, so does learner motivation. And, thus, so do learning results. 

An example of autonomy would be to let students pick from a list of topics to debate instead of being told what to do.

Of course, there are those students who shy away from autonomy. These students want the teacher to lead them. However, generally, the more autonomy there is, the better the learning results will be.

8. Prior learning

Learners may bring to class their expectations regarding teacher relationships, teacher behavior and teacher approaches to learning that prevailed in their home countries, especially if they had extensive schooling there. 

Therefore, some learners from more traditional educational systems may expect you to behave in a more formal and authoritarian fashion during classes. They may be displeased, puzzled, or offended if you use an informal instructional style, such as using their first names in class or allowing the students to move freely around the room. They may believe that this will affect their learning.

When teaching students, you must try to find out how they have learned previously and how they would prefer to learn in your classroom. Simply put, you need to ask them.

9. Pattern of classroom activity

Some learners may also want you to maintain a clearly ordered pattern of classroom activity and, perhaps, engage in extensive correction of grammatical form or pronunciation during all activities rather than at irregular points in a lesson or not at all. 

Failure to conform to these ideals may give some learners the impression of lazy or inadequate class preparation on your part.

10. Your behavior

You, similarly, bring to the classroom your expectations regarding teacher behavior. This includes your views on appropriate behavior within society in general, as well as in the classroom.

For example, if you come from a culture of self-reliance, are at ease in expressing and defending personal opinions, and are interested in personal advancement, you will likely provide instruction that addresses these goals. You may unconsciously attribute these same goals to your students.

The potential for conflicting expectations and evaluations of behavior between you and your learners is evident.

11. Gender

Find out whether learners have ever experienced mixed educational groupings, whether they expect male and female teachers to behave differently, and how different classroom activities, e.g., role-plays or dialogue practice, might affect learners adversely because of their native cultural constraints.

Failure on your part to take this into account may affect student learning.

12. Female participation

In encouraging women students to speak up and take an active role in class, you may sometimes encounter reluctance from both men and women from cultures in which women have historically been constrained by social roles that do not promote active participation in mixed-sex settings. 

You must reflect on this point continuously.

13. Culture: Appropriate topics for learning

Cultural expectations regarding the nature of education and what is appropriate to talk about may also affect the kinds of topics students are willing to pursue in class and their motivation to learn. Cultural as well as personal sensitivity is vital in knowing if, when, and how to introduce topics or lessons that may be inappropriate (for some) or complicated.  

14. Classroom Participation

The communicative classroom creates a lively, vibrant environment. This is generally a motivating learning environment for those who enjoy working with others. But not always.

What about the student who prefers to work alone? Verbally expressing ideas and asking questions during class can prove difficult for students who are unaccustomed to this form of active and lively pair and group participation. 

And what about the situation where a student loves to be with the same partner all of the time, in a pair? She may not like being moved into a group.

There are communicative approach proponents who see pair work and group work as the answer to everything. This is not the case. We need to observe well and consider our students’ preferences, at least for some of the time.

15. Communication styles

There are patterns of expression and rules of interaction that reflect the norms and values of a culture. 

If you lack understanding of these communication styles, this could lead to confusion, anxiety and conflict – and a reduction in learning. Let’s consider just two of these styles.

Direct Style vs. Indirect Style

Direct style

Here are the key indicators of a direct style of communication presented by the teacher and, perhaps, some students in the classroom:

• Straightforward talking
• No beating about the bush – straight and to the point
• Directness means there is respect for the other person.
• Avoiding ambiguity

Here are the key indicators of an indirect style of communication presented by the teacher and, perhaps, some students in the classroom:

Indirect style

• Meaning is conveyed by subtle means, stories, implication – not getting to the point
• Indirectness means politeness and respect for the other person.
• Frequent use of implication – not directness

Idea-focused style vs. person-focused styles

Idea-focused

• Ideas and person are separate
• Open disagreement is acceptable
• Disagreement with a person's views is not seen as a personal attack

Person-focused

• Ideas and person are not separate
• Feelings are important
• Disagreement is handled very carefully
• Disagreement is an attack on the person

So, here we have conflicting ways of looking at communication.

This is a potential boiling pot. Learning will be affected, and your critical task will be to find a balance. It's not your role to try and change people's cultural ways of working. It is your role to find a solution to this.

So, there are lots of ways an L2 student’s learning can be influenced.