Second language grammar and individual differences

Abstract

[EN] The need for grammar instruction has always been a very controversial issue, although there is a broad consensus in the second language (L2) acquisition field that such pedagogical intervention is facilitative and may even be fundamental in some contexts. Historically, the teaching of grammar in the classroom has witnessed several shifts, from very explicit approaches in the Grammar-translation method (GMT) to the more recent Task-based language teaching (TBLT) approach in which meaning is prioritized but formal aspects of language are not neglected. Against the backdrop of all these methodological changes, one variable that had not been considered in depth was the learners’ individual differences (IDs) in the process of grammar learning. Thus, the aim of the present paper is to consider how different researchers have explored the relationship between IDs and attention to formal aspects of the target language. In particular, the paper will review several experimental studies that have considered IDs such as cognitive styles (field-dependent vs. field-independent), learning strategies, proficiency, intelligence, anxiety and extraversion, showing that grammar learning is influenced by those particular IDs. Regarding cognitive styles, it seems that field-dependent learners might benefit from a communicative approach with explicit corrective feedback, the same as low-proficiency learners, whereas field-independent learners benefit from more implicit corrective feedback moves, the same as higher proficiency learners. There is also a wide range of grammar learning strategies that learners use when learning their target language and recent research shows that self-evaluating their learning process can foster L2 grammar acquisition. Anxiety has been shown to play an important role in the L2 learning process as low-anxiety learners repair more errors in communicative exchanges. Different learner IDs can interact, compensating or balancing their possible effects. The paper will argue that IDs are a very relevant variable in the L2 acquisition process and that they should be taken into account when it comes to putting together an adequate syllabus.