Individual Differences: Interplay of Learner Characteristics and Learning Environment

By Z. Dörnyei. 2009

379 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Experimental and Cognitive Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4d060f1c523db7394b4c8dda2657fe914517dd65

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In Artificial Intelligence

In Experimental and Cognitive Psychology

In Language and Linguistics

Citations in the corpus

Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value (2020, background): “Furthermore, since Dörnyei’s (2008, 2009a) proposal to rethink L2 motivation using a complexity and dynamic systems theory (CDST) framework, advances in the field have come to reflect the way L2 motivation interacts with the environment through a complex interplay of syn-chronic and diachronic…”
An Investigation Into Second Language Aptitude for Advanced Chinese Language Learning (2013, background): “These seemingly discordant findings make intuitive sense when considering that language learning is a complex system affected by the interaction between the language learner and the language learning environment (Dörnyei, 2009a; Larsen–Freeman & Cameron, 2008).”
Motivational dynamics in language learning (2015, background): “…Mercer), (c) changes in motivation, anxiety and self-efficacy, representing a conglomerate of cognitive, affective and motivational factors (cf. Dörnyei, 2009b), in the course of an academic writing seminar spanning the period of one semester (Katalin Piniel and Kata Csizér), (d) factors…”
Individual Differences and the Ergodicity Problem (2018, background): “Dörnyei (2009, 2010) proposes to redefine ID as dynamic properties representing individually motivated change over time.”
Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. (2013, background): “It explores motivation by drawing on these insights, but at the same time it amplifies existing theoretical thinking, in particular by suggesting ways of refining the L2 Motivational Self System.”
L2 motivation, anxiety and self-efficacy: The interrelationship of individual variables in the secondary school context (2013, background): “Tremblay and Gardner (1995) in their structural model of ID variables describe an inverse relationship between language anxiety and self-efficacy, and claim that the former has a negative influence on the latter.”
A structural model for perceptual learning styles, the ideal L2 self, motivated behavior, and English proficiency (2014, positive): “Exploring learning styles as L2 learners’ cognitive aspects with motivation and achievement in L2 learning would be an example of conceptualizing learner characteristics as an example of meta-synthesis of cognition, affect, and motivation which acts as wholes (Dörnyei, 2009b).”
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).”
Motivational Dynamics in Language Learning: Change, Stability, and Context. (2014, methodology): “…this was done directly under the heading of the related paradigms of Emergentism, Complexity Theory, or Dynamic Systems Theory (e.g., de Bot, 2008a; Dörnyei, 2009b; Jessner, 2008; Larsen–Freeman, 2006; Larsen–Freeman & Cameron, 2008; Mercer, 2011a; Verspoor, Lowie, & VanDijk, 2008), or without…”
Variability and Variation in Second Language Acquisition Orders: A Dynamic Reevaluation (2015, background): “The context in which language learning takes place is coupled with self-perception, which is coupled with motivation, which is coupled with language learning (D¨ornyei, 2009).”