The role of individual and social variables in oral task performance

By Z. Dörnyei, Judit Kormos. 2000

525 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/55f05495b83576e70f87735c9bd5522901cf4d5c

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Citations in the corpus

Effects of Trait Emotional Intelligence and Sociobiographical Variables on Communicative Anxiety and Foreign Language Anxiety among Adult Multilinguals: A Review and Empirical Investigation (2008, background): “Foreign language anxiety also seems to be highly contagious; in other words, a speaker might react to and reflect the interlocutor’s FLA (Dörnyei & Kormos, 2000).”
Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3 (2007, unknown): “Dörnyei and collaborators, for instance, in a series of studies (Dörnyei, 1990; Clément et al., 1994; Dörnyei & Csizér, 1998, 2002; Dörnyei & Kormos, 2000; Csizér & Dörnyei, 2005), have proposed a much finer-grained re-analysis of the original AMTB categories using factor analysis and…”
Psychological and sociodemographic correlates of communicative anxiety in L2 and L3 production (2002, background): “In a recent study, Dörnyei and Kormos (2000) failed to find an expected negative correlation between language anxiety and English L2 use in dyadic conversations between 46 Hungarian students.”
Task Complexity, Focus on L2 Constructions, and Individual Differences: A Classroom-Based Study. (2011, background): “In order to extend this line of research, the present study focuses on 3 learner factors—self-perceived communicative competence (McCroskey & McCroskey, 1988), linguistic self-confidence (Dörnyei & Kormos, 2000), and language-use anxiety (Dörnyei & Kormos, 2000; Robinson, 2007).”
New themes and approaches in second language motivation research (2001, background): “…an ongoing research effort (cf. e.g., MacIntyre, Babin, & Clément, 1999), and the WTC construct has also been successfully integrated as a predictor variable accounting for a very significant proportion of the variance in learner performance in the Dörnyei and Kormos (2000) study already mentioned.”
Interaction and instructed second language acquisition (2018, background): “Indeed, the relationship between interaction and learner psychology has been under-investigated, although as early as 2000, Dörnyei & Kormos (2000) argued that ‘all the cognitive and linguistic processes discussed in the L2 task literature depend, to some extent, on this initial condition [task…”
Learner-generated content and engagement in second language task performance (2017, methodology): “Previous work on task motivation has related trait motivation with language use (e.g. Dörnyei, 2009; Dörnyei & Kormos, 2000), and tasks have been seen as the locus where affective dispositions and motivational characteristics are manifest.”
THE INTERNAL STRUCTURE OF LANGUAGE LEARNING MOTIVATION AND ITS RELATIONSHIP WITH LANGUAGE CHOICE AND LEARNING EFFORT (2005, background): “The study presented here is particularly largescale, but we need to point out that it concerns only 13- to 14-year-old schoolchildren in Hungary, who primarily learned foreign languages as school subjects.”
The role of individual differences in L2 writing (2012, background): “The role of individual differences in L2 writing Judit Kormos, Lancaster University, UK Published in the Journal of Second Language Writing in 2012”
Task-based instruction (2003, background): “Dornyei and Kormos (2001), in the context of researching motivation, in intact classrooms, distinguish between what they term high and low task attitude students.”
To talk or not to talk : a review of situational antecedents of willingness to communicate in the second language classroom. (2018, background): “Class cohesiveness has been suggested to contribute to higher WTC and better performance in class (e.g., Dörnyei & Kormos, 2000; Khajavy, Ghonsooly, HosseiniFatemi & Choi, 2014; Peng, 2007b; Wen & Clément, 2003).”