Memory.
Memory distance may differ from learner to learner to a considerable extent. With different
learners,
one of three types of memory may preponderate. These types are auditive memory, visual memory and motor memory. Students with a predominating auditive memory are probable to develop the phonic skills supplementary effortlessly than the graphic ones.
Learners with a predominating visual memory may find it easier to develop the graphic skills. The teacher must be responsive to those differences to ensure the realization of the principle of the priority of the phonic over graphic skills. The learners with short memory span may have trouble with all four skills. Motor memory will facilitate the development of the articulator basis of phonic and graphic type (correct pronunciation and good spelling). It will also reinforce the development of the four skills.
Imitative ability.
Imitative ability is severely connected with motor memory and manifests itself in a capability to differentiate, imitate, and reproduce foreign sounds. Tone-deaf learners on one hand, and lispers and stutterers on the other, will have enormous, sometimes overwhelming, difficulties in learning the appropriate articulator basis of the foreign language. However, it is reassuring to know that people who stutter or exhibit some other speech defects in their native language (e.g. disability to articulate proper Polish /r/) may be free of those difficulties in a foreign language.
Intelligence.
Intelligence is dissimilar from wide-ranging linguistic capability. Intelligence as manifested in language learning may be semantic or structural. Semantic intelligence facilitates avaricious and learning meanings, while structural intelligence enables the learner to arrange and coordinate forms. Reading materials must be adapted to the level of intellectual development of the learners.