The Different Factors of Individual Language Learners in Second Language Acquisition

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The Different Factors of Individual Language Learners in Second Language Acquisition
Recently, Second Language Acquisition (SLA) play important role to language learning and teaching as second language that SLA refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language that the additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired. It is also commonly called a target language (TL), which refers to any language that is the aim or goal of learning (Saville-Troike, 2006). According to Gass and Selinker (2008) states that SLA refer to the learning
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Intelligence also has some connection with school performance that there are links between intelligence and aptitude in classroom, as might be expected (Cook, 2008 cited Genesee, 1976) On the other hand, intelligence may play a less important role in language learning that focuses more on communication and interaction (Cummins, 1980). Hence, it is important to keep in mind that “intelligence” is complex and that a person has many kinds of abilities and strengths (Brown, 2000; Johnson, 2008). For the second cognitive variables is aptitude that refers to the ability to learn quickly (Carroll, 1991) and is thought to predict success in learning or the natural ability to learn a language that is thought to be a combination of various abilities, such as the ability to identify sound patterns in a new language, the ability to recognise the different grammatical functions of words in sentences, Rote-Learning ability, and the ability to infer language rules (Richards, 1995; Cook, 2008). In term of Language aptitude refers to the potential that a person has for learning languages. This potential is often evaluated using formal aptitude tests (Modern Language Aptitude Test (MLAT), which predict the degree of success the candidate will have with a new language. Aptitude tests vary but many include evaluation of ability to manage sounds, grammatical
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