The Psychology of the Language Learner Revisited

By Z. Dörnyei, Stephen B. Ryan. 2015

1,299 citations recorded by the source corpus.

Preface 1. Introduction: Individual differences - then and now 2. Personality 3. Language Aptitude 4. Motivation 5. Learning Styles and Cognitive Styles 6. Learning Strategies and Self-Regulation 7. Other learner characteristics 8. Conclusion: Looking back and forward

Subfields: Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2b91a87b9415233df9d0676aef4de5eeba6204ba

How researchers see this paper

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

In Language and Linguistics

Citations in the corpus

Sixty Years of Language Motivation Research (2017, background): “In fact, Dörnyei and Ryan (2015) warn that the expanding scope of language motivation research may lead to fragmentation in which researchers in our field “will no longer speak the same language” (p. 102).”
Profiling Chinese university students’ motivation to learn multiple languages (2019, background): “Motivation to learn a second language (L2) is by far one of the most thoroughly investigated individual difference factors in second language acquisition research (Dornyei and Ryan 2015).”
The L2 motivational self system: A meta-analysis (2018, background): “This is a crucial consideration since it is desirable to avoid a situation where different researchers within one field deal with more or less the same phenomena but independently due to different terminology (Dörnyei & Ryan, 2015).”
Examining the relationship between English language learners’ online self-regulation and their self-efficacy (2017, neutral): “Self-regulated learning has been approached from diverse theoretical perspectives (see Dörnyei & Ryan, 2015), and it has been investigated in relation to other variables such as learner beliefs (Bown, 2006; Zheng, Liang, Yang, & Tsai, 2016), English language proficiency (Bai, Hu, & Gu, 2014),…”
BASIC PSYCHOLOGICAL NEEDS, MOTIVATIONAL ORIENTATIONS, EFFORT, AND VOCABULARY KNOWLEDGE (2021, background): “…researchers have explored different perspectives of motivation to better understand its association with the attainment of an L2 (Alamer, 2021; Alamer & Lee, 2019; Al-Hoori, 2017; Alrabai, 2016; Clément & Dörnyei, 2001; Dörnyei & Ryan, 2015; Gardner, 2010; Noels, 2013; Tremblay &Gardner, 1995).”
The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions (2017, background): “Recent scholarship, for example, has highlighted the significant role of the learners’ ‘narrative identity’ (Dörnyei, 2017; Dörnyei & Ryan, 2015) as a component of their personalities, and it is evident from the above that LOTE learners will have particularly unique and often unusual stories to…”
Is teacher happiness contagious? A study of the link between perceptions of language teacher happiness and student attitudes (2019, background): “…(Mercer, 2016; Ushioda, 2015) of which the teacher is an integral part, in trying to analyze the specifics of the intricate student/teacher relationship, one can easily get lost in a thicket of factors which make research particularly challenging (Dörnyei & Ryan, 2015; Mercer & Kostoulas, 2018).”
Investigating language learning strategies: Prospects, pitfalls and challenges (2019, background): “In effect, attempts have been made to develop an alternative approach to the assessment of LLS, such that would be grounded in the concept of self-regulation and comprise items that ‘tap into general learner traits rather than survey specific behavioral habits’ (Dörnyei & Ryan, 2015, p. 159).”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “Despite the lack of clarity surrounding the meaning and use of the term strategy (see Dörnyei & Ryan, 2015 for a detailed critique), several studies have shown that metacognitive strategies are important in reading and listening comprehension.”
Situated willingness to communicate in an L2: Interplay of individual characteristics and context (2018, background): “…by a combination of trait-like characteristics as assessed on traditional scales and analyses of situated emergent processes, which, following Dörnyei and Ryan (2015), is a major future direction for research in individual learner differences, including motivation and WTC. Funding The…”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “One cannot think of successful second or foreign language (L2) development occurring without at least some form of motivation on the part of the learner (Dörnyei & Ryan, 2015).”
The Foreign Language Classroom Anxiety Scale and Academic Achievement: An Overview of the Prevailing Literature and a Meta-analysis (2020, background): “…achievement, individual differences in language learning Research on affective variables in the language learning context has been a consistently popular topic in applied linguistics over the past four decades (see Dörnyei & Ryan, 2015; Gardner & MacIntyre, 1993; Gkonou, Daubney & Dewaele, 2017).”