Just as described in Chapter 8, a unit of input can be more or less comprehensible due to its meaning, relevance, multimodality and authenticity. However, learner-related factors also moderate issues of comprehension. Such effects manifest themselves in interaction with input-related and other factors that pertain to the cultural and contextual ecology (Chapter 10) and the discourse and interaction (Chapter 11). Learner variables, also referred to as individual differences, have been categorized and studied rather differently in the field. Nonetheless, regardless of differences in conceptual frameworks, L2 learning and teaching research is conclusive that a learner's success can largely be explained by differences in their cognitive capacity and processing, their feelings and emotions, and their self-regulation of the learning behavior (Dörnyei, 2005; Pawlak, 2012; Skehan, 1989).

Recent developments in L2A have defined the ultimate goal of L2A as 'constructing an authentic L2 self-system'. Thus, this chapter utilizes the L2 self-concept (Csizér & Magid, 2014; Dörnyei & Ushioda, 2009; Mercer, 2011) as the overarching category that comprises some macro-level learner variables as they pertain to processing new input, particularly focusing on issues of power, positioning, identity and investment. In addition, other learner variables that contribute to the construction of the L2 self-concept are described under the categories of affective (anxiety, motivation), cognitive (aptitude, learning styles) and metacognitive (learning strategies, beliefs) factors (Horwitz, 2013). Finally, how differences in gender and age (neurobiological, neurocognitive and social elements) may influence the comprehension of new input is described.

L2 Self-Concept

Power, positioning, identity, investment and CI

As a microcosm of society, the L2 classroom is the stage where roles and identities, which are constituted by unequal and unjust distributions of power, authority and autonomy, are assigned by the more powerful to the less powerful. Indeed, L2 learners are aware of how power relations are enacted, structured and permeated in different strata of the macro sociocultural ecology and specific discourse and interaction opportunities in the L2 classroom (Walsh, 2006).