THE PSYCHOLOGY OF THE LANGUAGE LEARNER: INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE ACQUISITION

By Z. Dörnyei. Studies in Second Language Acquisition, 2005

4,141 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/2d4cdab3b5f1124d963af1d36d1029b5497041b2

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Citations in the corpus

Self-Determination, Motivation, and the Learning of Chinese as a Heritage Language (2009, background): “Research shows that a variety of affective factors are related to successful second language (L2) learning and use, and one of these factors is motivation (for a review see Dörnyei, 2005). Gardner reminds us of the complexity of defining motivation, stating that rather than giving a definition, one ”
Willingness to Communicate in the Second Language: Understanding the Decision to Speak as a Volitional Process (2007, background): “(p. 18) In discussing the process model, Dörnyei (2001, 2005) made an important distinction between motivation to enter a situation and motivation to engage in effortful, task-related behaviour within the situation (see also Jülkunen, 1989, 2001).”
Contextualizing corrective feedback in second language writing pedagogy (2010, background): “Dörnyei (2005) has observed that research has ‘typically found individual differences to be consistent predictors of L2 learning success … [However,] the L2-related individual difference literature has remained relatively uninfluential within the broader field of SLA’ (p. 6).”
Long-Term Crosslinguistic Transfer of Skills From L1 to L2 (2009, background): “(For a review of this literature, see Dörnyei, 2005; Ganschow & Sparks, 2001; Spolsky, 1995).”
The role of individual differences in L2 writing (2012, background): “As shown in Figure 2, language learners have been found to differ in these SLA processes, based on their cognitive and motivational characteristics (Dörnyei, 2005).”
Aspects of working memory in L2 learning (2011, background): “The language aptitude construct and its role in L2 learning has been discussed widely (Miyake & Friedman 1998; Sawyer & Ranta 2001; Dörnyei 2005; Robinson 2005; Richard et al. 2006; Kormos & Sáfár 2008).”
Introducing Positive Psychology to SLA. (2014, background): “A second trend that bodes well for developing interest in PP is the idea of complex dynamic systems, which has become a “hot” topic in SLA (MacIntyre, Dörnyei, & Henry, 2015). Larsen-Freeman and Cameron (2008) have argued that L2 development involves complex, dynamic, emergent, open, self-organizing”
A longitudinal study of foreign language anxiety and enjoyment (2021, methodology): “Ought-to L2 self is largely associated with prevention of negative outcomes such as failure in FL tests (Dörnyei, 2005).”
Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad (2011, background): “High motivation and positive attitudes towards the learning context including the learning task and affective support promote learner autonomy (Dörnyei, 2005; Ushioda, 2006).”
Intercultural Language Use and Language Learning (2007, background): “Applied Linguistics 1: 1–47 Celce-Murcia M, Dörnyei Z, Thurrell S (1995) Communicative competence: A”
Parental factors in children’s motivation for learning English: a case in China (2015, background): “Other researchers, such as Dörnyei (2005), considered one’s motivation as being part of his/her self-system and looked for theoretical grounds in self-theories in social psychology.”
The interplay of possible language teacher selves in professional development choices (2013, background): “…grew out of work in mainstream psychology on the self and motivation theory, they have now become prominent in the literature on L2 motivation (e.g. Dörnyei, 2005, 2009, 2010; Dörnyei & Ushioda, 2011) and have even begun to advance into the field of language teacher motivation as well (e.g.…”
The effects of captioning videos used for foreign language listening activities (2010, background): “Similarly, when considering the vast literature on learning styles in educational research (see Dörnyei, 2005), we recognize that individual learners may be able to process one mode of input better than another.”
Declarative and procedural memory as individual differences in second language acquisition* (2013, background): “…1978; Carpenter, 2008; Carpenter, Morgan-Short & Ullman, 2009; Carroll, 1958, 1962, 1981; Chandrasekaran, Kraus & Wong, 2012; DeKeyser, 2000; Dörnyei, 2005; Ehrman & Oxford, 1995; Ettlinger, Bradlow & Wong, in press; Harley & Hart, 1997, 2002; Horwitz, Horwitz & Cope, 1986; Mackey, Adams,…”
Teacher motivation: Definition, research development and implications for teachers (2016, background): “The gap in language teachers has been addressed repeatedly by Dörnyei (Dörnyei, 2005; Dörnyei & Ushioda, 2001, 2011).”
ACADEMIC BUOYANCY (2018, background): “The Ideal L2 Self The L2 Motivational Self System (Dörnyei, 2005, 2009) has generated “an exceptional wave of interest” (Dörnyei & Ryan, 2015, p. 91), primarily because of the ideal L2 self’s strong association with intended effort (e.g., Al-Hoorie, 2016a, 2016b, 2017; Dörnyei & Chan, 2013;…”
Students’ Learning Strategies for Developing Speaking Ability (2015, background): “The findings of the present study are in line with Gharbavi and Mousavi (2012) and Pei-Shi (2012) which showed that the higher the level that learners are at, the greater the number of strategies they will apply.”