Individual differences, strategic performance and achievement in second language learners of Spanish

The study examines whether learners' individual characteristics predict the ir use of strategies and whether individual differences and strategy use pr edict achievements in formal language examinations. Participants were post A-Level learners of Spanish in their first year at University. They were fo rmally assessed for their competence in the language in various tasks. They also performed oral tasks in which they encountered problems due to insuff icient linguistic resources, but overcame their deficiencies by using compe nsatory strategies. Individual differences were assessed through standardis ed measures of personality/learning style and intelligence. Gender was also noted. Hierarchical multiple regressions were conducted. They revealed tha t IQ, learning style, and the strategies adopted by the students each expla in a substantial and significant amount of variance in assessment. In addit ion, although not significant, the results suggest that participants' indiv idual differences do predict aspects of their strategy use.