Psychology of the Language Learner Individual Differeces in Second Language Acquisition 1st Edition by ZoltáN DöRnyei 0805860185 9780805860184
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ISBN 10: 0805860185
ISBN 13: 9780805860184
Author: ZoltáN DöRnyei
Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail–while some learners do better with less effort–lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called “individual differences.” The scope of individual learner differences is broad–ranging from creativity to learner styles and anxiety–yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now. Each chapter in this new volume focuses on a different individual difference variable. Besides a review of the relevant second language literature, Zoltán Dörnyei presents a concise overview of the psychological research involving each topic. A key concern for the author has been to define the various learner factors as measurable constructs and therefore the discussion includes a summary of the most famous tests and questionnaires in each domain. A wide range of readers will benefit from this book–students in linguistics, applied linguistics, modern languages, and psychology programs; second language teachers participating in in-service training courses; and researchers in second language acquisition and psychology.
Table of contents:
Introduction: Definition, Brief History, and Taxonomy of Individual Differences
Definition
Brief History of Individual Difference Research
Individual Differences in Second Language Studies
Taxonomy of Individual Differences and the Structure of This Book
Personality, Temperament, and Mood
Definitions
Different Approaches to the Study of Personality
The ‘Big Five’ Model
Myers-Briggs Type Indicator (MBTI)
Personality and Learning
Personality and Language Learning and Use
Early Studies
Extraversion and Introversion
The use of the MBTI
Other Studies
Conclusion
Language Aptitude
Basic Conceptual Issues
Ability and Language Learning
Language Aptitude Research: From the Beginnings to the 1990s
The Modern Language Aptitude Test (MLAT), the Pimsleur Language Aptitude Battery (PLAB), and the Underlying Theoretical Constructs
Post-Carroll Aptitude Research
Traditional Issues in Language Aptitude Research
What Does Language Aptitude Determine?
L1 Versus L2 Aptitude
Language Aptitude and Age
Language Aptitude and Intelligence
Language Aptitude, Teaching Methods, and Learning Situations
The Purpose of Language Aptitude Testing
New Research Directions and Perspectives
Grigorenko, Sternberg, and Ehrman’s Research on Language Aptitude
Sparks and Ganschow’s Linguistic Coding Differences Hypothesis
Working Memory and Language Aptitude
Robinson’s Research on the Aptitude–Treatment Interaction
Skehan’s Conception of Language Aptitude and SLA
Conclusion
Motivation and ‘Self-Motivation’
Three Phases of L2 Motivation Research
The social psychological period
Gardner’s motivation theory and motivation test
Clément’s Theory of Linguistic Self-Confidence
The Cognitive–Situated Period
Self-Determination Theory
Attribution Theory
Task Motivation
The Process-Oriented Period
The Dörnyei and Ottó Model of L2 Motivation
Empirical Studies on Motivational Evolution
New Conceptual Issues
Motivation and Group Dynamics
Demotivation
Motivational Self-Regulation
The Neurobiology of Motivation
Reframing L2 Motivation as Part of the Self-System
The Need to Reinterpret ‘Integrativeness’
‘Possible’ and Ideal Selves’
Integrativeness and the Ideal Language Self
The L2 Motivational Self System
Temporal aspects of the L2 Motivational Self System
L2 Motivation and SLA Research
Educational Implications: Devising Motivational Strategies
Devising Motivational Strategies
Devising Action Control and Self-Motivating Strategies
Teacher Motivation
Practical Implications Related to the L2 Motivational Self System
Conclusion
Learning Styles and Cognitive Styles
What are Learning Styles?
Basic Conceptual Issues
Cognitive Styles
Problems with the Notion of Cognitive Style
Riding’s System
Kolb’s Model of Learning Styles
Assessing Cognitive and Learning Styles
Kolb’s Learning Style Inventory (LSI)
Riding’s Cognitive Styles Analysis (CSA)
Cognitive and Learning Styles in L2 Studies
Field Dependence–Independence in L2 Studies
Sensory Preferences
Assessing Language Learning Styles
Perceptual Learning Style Preference Questionnaire and Learning Style Indicator
Style Analysis Survey and Learning Style Survey
The Ehrman & Leaver Construct
Skehan’s Conceptualization of a Learning Style Construct
Practical Implications
Conclusion
Language Learning Strategies and Student Self-Regulation
Do Learning Strategies Exist?
Learning Strategies in L2 Studies
Taxonomies of Language Learning Strategies
Recent Research on Language Learning Strategies
Learner Variation in Strategy Use
Strategy Training
The Assessment of Learning Strategies
Motivated Strategies for Learning Questionnaire (MSLQ)
Strategy Inventory for Language Learning (SILL)
Language Strategy Use Inventory and Index
Self-Regulating Capacity in Vocabulary Learning scale (SRCvoc)
Learning Strategies and Student Self-Regulation in Educational Psychology
Self-Regulation and Self-Regulatory Capacity
Self-Regulation and Learning Strategies
Self-Regulatory Capacity as an Individual Difference Factor
Conclusion
Other Learner Characteristics
Anxiety
Language Anxiety
Creativity
Creativity in SLA
Willingness to Communicate
Self-Esteem
Learner Beliefs
Conclusion
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Tags: ZoltáN DöRnyei, Psychology, Language, Individual