A Consideration of lndividual Learner Dttferences in Japanese EFL/ESL Contexts

Abstract

This paper provides a brief overview of some of the individual learner differences shown to influence second language acquisition in Japanese EFL/ESL contexts. In addition to learner variables, the Japanese learning style, teacher variables and task variables are also examined. The purpose of this paper is to inform language pedagogy in the Japanese EFL context. With a broader understanding of how individual learner differences and classroom variables influence learning outcomes, it is the writer's modest hope that teachers would not only be more aware of, but also more equipped to cater their lessons to the individual needs of their students.