The Psychology of Second Language Acquisition

By Z. Dörnyei. Asian Journal of English Language Teaching, 2008

688 citations recorded by the source corpus.

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift. Readers will find succinct and up-to-date descriptions of a wide range of psycholinguistic and neuropsychological topics such as language and the brain; neuroimaging and other research methods in psycholinguistics and brain research; non-nativist approaches to language acquisition; explicit/implicit learning and memory, procedural/declarative knowledge, and the automatization of language skills; learner characteristics, age effects, and the critical period hypothesis; and the psychological basis of language learning in educational contexts.

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Citations in the corpus

Extensive viewing of captioned and subtitled TV series: a study of L2 vocabulary learning by adolescents (2019, background): “Usually, incidental learning is narrowly identified as not having forewarning of an upcoming post-test (Dörnyei 2009; Hulstjin 2003), and the distinction with intentional learning is centred on the role of learners’ intention (Burton, García López and Esquileche Mesa 2011).”
AN EYE FOR WORDS (2013, background): “Vocabulary acquisition is incidental—rather than intentional—when learners commit new words or phrases to memory “without having explicit instructions about a forthcoming memory test” (Mäntylä, 2001 , p. 7262; see also Dörnyei, 2009 ; Hulstijn, 2003 ).”
Free from demotivation in EFL writing: the use of online flipped writing instruction (2020, background): “Motivation is therefore the most essential variable in predicting language learning outcomes (D€ornyei, 2005; Moskovsky & Alrabai, 2009; Sugita & Takeuchi, 2010) and in overcoming undesirable learning conditions in language learning (Guilloteaux & D€ornyei, 2008).”
Motivation, Gender, and Possible Selves (2013, methodology): “For researchers working in the possible selves paradigm (Dörnyei, 2009a), the role of gender needs to be more closely considered.”
Individual Differences: Interplay of Learner Characteristics and Learning Environment (2009, methodology): “Addressing this issue more generally, Dörnyei (2009) provided a detailed argument that given the complex and interlocking nature of higher order human functioning, individual differences in mental functions typically involve a blended operation of cognitive, affective, and motivational…”
Spoken fluency revisited (2010, background): “However, Dörnyei (2009) distinguishes between speed and automaticity, and states that ‘fast processing is not necessarily automatic’ (p. 287), suggesting that automaticity must possess other properties, most readily those associated with the ability to retrieve words and other items via…”
Motivational Dynamics in Language Learning: Change, Stability, and Context. (2014, methodology): “This understanding has undergone a transformation over the past decade; the days in which motivation was seen as a static individual difference variable within a modular framework—the most famous of which being Robert Gardner’s (1985) socio-educational model— seem to belong to the past.”
Learner Attitudes, Perceptions, and Beliefs in Language Learning (2012, background): “Motivation has been closely connected with “the affective characteristics of the learner, referring to the direction and magnitude of learning behavior in terms of the learner’s choice, intensity, and duration of learning” (Dörnyei, 2009a, p. 231).”
Language Learner Motivational Types: A Cluster Analysis Study (2014, background): “However, it has been argued that these constructs typically function as a hybrid of cognitive, motivational, and affective components (D¨ornyei, 2009a; D¨ornyei & Tseng, 2009; Ellis, 2004).”
Creating a Motivating Classroom Environment (2019, background): “As posited at the outset of this chapter, the motivational character of the classroom is largely a function of the teacher’s motivational teaching practice and is therefore within our explicit control (Guilloteaux and Dörnyei 2008; Papi and Abdollahzadeh 2012).”
Materials evaluation and design in language teaching (2002, background): “Effective materials evaluation or design relies on both theoretical insights from applied linguistics research and ‘the accumulated wisdom of best practices in the teaching profession’ (Dörnyei 2009: 267).”