Conclusion References Introduction

Conclusion
A recurrent theme of the preceding review of research into individual differ- ences in L2 learning is the need for an overarching theory to explain how these factors influence both the rate/success of learning and the processes involved. The theory will need to acknowledge the situated nature of L2 learning. That is, it must reflect the fact that the role of individual learner factors is influenced by the specific setting in which learning takes place and the kinds of tasks learners are asked to perform in the L2. It will also need to account for how individual learner factors influence: (1) opportunities for learning, and thereby the quantity and quality of the L2 data that learners have to work with; and (2) the acquisitional processes responsible for interlanguage develop- ment. Further, the theory will have to specify the relationships and interac- tions among the various individual difference factors. In particular, it will need to indicate how a learners’ abilities and propensities help to shape their cognitions about language and language learning and how these, in turn, affect their choice of learning strategies. The theory will need to grapple with what is perhaps the overriding issue in SLA today – the role of consciousness. It will need to specify, for example, whether the influence of individual difference factors such as motivation and language aptitude is mediated by learner cognitions and learning strategies, which by definition are conscious actions performed by the learner, or whether they have a more direct effect on oppor- tunities to learn and acquisitional processes that arise without awareness on the part of the learner. Finally, the theory will need to explain how different aspects of a learner’s L2 proficiency (e.g., fluency as opposed to accuracy) are influenced by the various factors.
Not surprisingly, perhaps, there is no such theory at the moment. Researchers have preferred to focus their efforts on discrete factors resulting in disparate literatures dealing with this and that, as reflected in the preceding review of the research. The result is a lot of illumination but somewhat limited explana- tion. It is clear that learners contribute hugely not just to how fast they learn or how successful they are but also, selectively, to the acquisitional processes through which learning takes place. The goal of future research should be the development of a comprehensive theory to account for the nature of this contribution.
See also 3 Second Language Acquisition and Ultimate Attainment, 20 Second Language Learning, 22 Social Influences on Language Learning.