Keywords
Abstract
This article is devoted to the analysis of learner differences in the context of teaching foreign languages. It examines key categories of differences, including cognitive styles, motivation, age, and socio-cultural factors, as well as their impact on the effectiveness of language learning. The study draws on theoretical frameworks from cognitive linguistics, socio-cultural theory, and second language acquisition (SLA) research. Particular attention is given to pedagogical approaches such as differentiated instruction, task-based language teaching (TBLT), and universal design for learning (UDL), which enable the adaptation of the learning process to individual learner needs. The article analyzes challenges associated with implementing individualized strategies and proposes directions for future research. It underscores the importance of addressing learner differences to create an inclusive and effective educational environment in foreign language teaching.
References
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