THE ROLE OF INDIVIDUAL DIFFERENCES IN LEARNER ACTIVATION
OF LANGUAGE LEARNING STRATEGIES
PART II. COGNITIVE/LEARNING STYLES: AN OVERVIEW OF THE RESEARCH
1
Państwowa Szkoła Wyższa im. Papieża Jana Pawła II w Białej Podlaskiej
Publication date: 2019-07-26
Rozprawy Społeczne/Social Dissertations 2010;4(1):90-108
KEYWORDS
individual differences (IDs)cognitive/learning stylesstrategies for language learning and uselanguageteaching/learningstrategy trainingSSBI
ABSTRACT
Since the early 1970s, it has been clear that there is neither a single, universal method of foreign language
teaching/learning nor a single, unified set of techniques that could guarantee all learners’ successful accomplishment of
the complex task of language learning. Learners are different and, therefore, even the most thoroughly planned and
well designed syllabuses or learning agendas cannot prove fully effective if we ignore the crucial issue of individual
learner differences. Apart from the age factor, which determines human cognitive, linguistic, social, and emotional
development, there are many other individual variables which seem to influence the learning process and its outcomes.
These comprise the learner’s cognitive/learning styles and personality traits as well as his/her repertoire of strategies for
language learning and use. In this series of three articles, the author presents an overview of research studies which
show correlations between selected cognitive as well as affective factors and the learner’s individual choice and use of
learning strategies. She also discusses implications for foreign language teaching/learning, focusing on the idea of learner strategy training.
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