Individual differences in second language acquisition

By Leah Roberts, Antje S. Meyer. 2012

344 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/27fa9a976e67296d32fb0aa727d85d2de3c1ad9d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Masatoshi Sato
2. Kazuya Saito
3. C. V. Beuningen
4. R. Lyster
5. Mohammad Amin Bassiri
6. Liss Kerstin Sylvén
7. Ping Li
8. Peter C. M. Molenaar

In Language and Linguistics

1. Masatoshi Sato
2. Kazuya Saito
3. C. V. Beuningen
4. R. Lyster
5. K. Rajagopalan
6. Mohammad Amin Bassiri
7. Liss Kerstin Sylvén
8. Hossein Nassaji

Citations in the corpus

• Oral corrective feedback in second language classrooms (2012, background): “…relevance is the notion of transfer-appropriate processing, according to which the kind of cognitive processing that occurs during learning tasks should ideally resemble the kind of processing involved during actual language use (e.g. Segalowitz 1997, 2000; Lightbown 2008a; Lyster & Sato in press).”
• ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “…nding is related to the principle of transfer-appropriate processing, according to which the kind of cognitive processing that occurs during learning tasks should ideally resemble the kind of processing involved during communicative language use (e.g., Lightbown, 2008 ; Segalowitz, 1997 , 2000 ).”
• Corrective Feedback in L2 Writing: Theoretical Perspectives, Empirical Insights, and Future Directions (2010, background): “This might make it more difficult for learners to transfer what is learned from the feedback to new writing situations (e.g. Segalowitz, 1997; 2000).”
• Interactional Feedback and the Impact of Attitude and Motivation on Noticing L2 Form (2011, result): “This finding is inline with previous studies (e.g., Clément & Gardner, 2001; Cohen & Dörnyei, 2002; Dörnyei & Skehan, 2003; MacIntyre, 2002), confirming the stimulant role of motivation in language but this time in a process-oriented manner.”
• Willingness to communicate of EFL learners in Turkish context (2015, background): “Later, this challenge was taken up as an independent background variable (Dörnyei, 2002; Kormos & Dörnyei, 2004).”
• Gaming as extramural English L2 learning and L2 proficiency among young learners* (2012, background): “Among them are the informants’ language aptitude (see, e.g., Carroll, 1981), general cognitive ability (see, e.g., McKay, 2006), and learning styles (see, e.g., Skehan, 1991).”
• Neural changes underlying successful second language word learning: An fMRI study (2015, background): “This type of individual difference in learning a new language is often discussed in terms of " language aptitude " differences (D€ ornyei, 2006).”
• Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “The significant correlations between intrinsic motivation and goal-related monitoring strategies render support for the contention that self-regulated strategic writing should be motivated with goal orientation (Dörnyei, 2006).”
• The Impact of Motivation on Reading Comprehension (2017, background): “Previous Studies on the Impact of Motivation on Reading Comprehension Dornyei )2006) and Grabe (2009) carried out a research and found that there is a strong impact of motivation on reading comprehension proficiency. The researchers demonstrated that motivation relates to all features of motivation ”