Many variables can be related to success in L2 acquisition (such as some personality traits, or motivation, among others), but it's difficult to establish a direct ____ because ____ connections are not easy to prove, many variables may interact and result in successful acquisition and language ____ is measured differently in different studies. While it is true that IQ tests can ____ success in some areas of language learning - like reading, ____ and vocabulary -, they do not provide much information about the ability to ____ and to interact. While it is difficult to match each student's special ability ____ or learning ____ to the teacher's preferred methodology, what teachers can do is to make sure that their proposed activities are ____ enough to accomodate ____ types of learners. Even though ____ and assertiveness are associated to success in language learning, most ____ features are temporary and ____; for instance, you may feel anxious when talking to a stranger but not when using the L2 with your classmates. Even though the traditional model of instrumental vs ____ motivation is widely accepted, there is a new model that involves ____, taking action and assessing how ____ your decisions were. Teachers can work towards ____ motivation in the classroom by stating the ____ of the lessons, varying the group ____, encouraging ____ and engaging students in producing tangible outcomes. Learners' identities ____, national, ____ and social identities, among others) impact on what they can do and how they can ____ in classrooms, and on the opportunities to interact they get both at school and ____. Learners, specially teenagers and ____, tend to have strong opinions about how the L2 should be taught, whether ____ needs to be part of the lessons and when and ____ they like to be corrected when they make mistakes.

Individual Differences

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