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Dörnyei, Z. & Skehan, P. (2003). Individual differences in second language learning. In C. J. Doughry & M. H. Long (eds.): The Handbook of Second Language Acquisition (pp. 589-630). Oxford, UK: Blackwell.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York, NY: Basic Books.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
Lightbown, P. M., & Spada, N. (2013). How languages are learned. (4th Ed.). Oxford, UK: Oxford University Press.

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(Gardner & Lambert, 1972)

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(Gardner & Lambert, 1972)

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Krashen's hypothesis: no barriers related to anxiety or negative attitude
(Lightbrown & Spada, 2013)

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(Lightbrown & Spada, 2013)

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(Lightbrown & Spada, 2013)

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(Lightbrown & Spada, 2013)

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(Lightbrown & Spada, 2013)

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either "auditory","visual" or "kinesthetic" the leaning style might be inherent, adopted or changed (Dörnyei & Shehan, 2003)

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Erlam's study in New Zealand with French as a Second Language Students conducted in 2005 (Lightbrown & Spada, 2013)

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working memory (short-term memory) capacity is elevated (Ellis, 2001)
- memorize new sounds
- remember new words
(Pimsleur, 1966)
taken from Lightbrown & Spada 2013

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-figure out grammatical rules
- understand the function of particular words
(Pimsleur, 1966)

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(Gardner, 1993)

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language analysis, rule learning

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non-marginalization

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where being perceived as valued partners in communication

(Lightbrown & Spada, 2013)

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(Lightbrown & Spada, 2013)

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(Lightbrown & Spada, 2013)