A Practical Guide to Second Language Teaching and Learning

This chapter discusses cognitive individual differences that affect learning processes and outcomes of second language. It answers broad questions such as Why do some learners seem to have such an easy time learning a second language? and Why do some learners sound like a first-language speaker but others don’t? The chapter examines how our cognitive abilities influence our learning, and how we might be able to improve our learning even if we have lower cognitive skills in some areas. Specific individual differences include general intelligence, working memory, and language learning aptitude (phonemic coding ability, grammatical sensitivity, rote memorization). The chapter then examines how cognitive individual differences mediate the impact of second language instruction, that is, aptitude–treatment interaction. The chapter includes less-investigated individual differences as well, such as neurodiversity, autism, ADHD, and dyslexia. The chapter concludes with learning strategies and pedagogical recommendations that help counter the negative impacts that cognitive individual differences have on second language learning.