The Psychology of the Language Learner. Individual Differences in Second Language Acquisition Edited by DÖRNYEI, ZOLTÁN

By R. Goebel. 2007

461 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7d3d9a61fc9df24d1e78a7d2a053b0c15f871265

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Citations in the corpus

Towards a Better Understanding of the Dynamic Role of the Distance Language Learner: Learner perceptions of personality, motivation, roles, and approaches (2006, background): “The link with other factors reflects the process model of motivation that has emerged more recently (Dörnyei, 2005, p. 66), where motivation is seen as a “dynamic, ever- changing process” in constant flux as it interrelates with other variables, such as personality, beliefs, attitudes, and learning…”
The effects of cultural familiarity on reading comprehension (2009, background): “Such an appeal might, in turn, have contributed to higher levels of motivation (Dörnyei, 2003, 2005; Harter, 1981; Williams & Burden, 1997) and thus led to a better reading comprehension (e.g., Guthrie, Wigfield, Metsala, & Cox, 1999; Wigfield, 1997).”
Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education (2013, background): “With ongoing developments in the study of motivation, personality, and different cognitive abilities of learners, individual differences remain a powerful area in the educational contexts (Dornyei 2005).”
Strategic Processing in Grammar Learning: Do Multilinguals Use More Strategies? (2007, background): “Using frequency as a cumulative scale across different strategies is problematic (Dörnyei, 2005), but there does not appear to be any other way to assess frequency of use across different strategies.”
Enhancing Students' Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong. (2007, background): “Motivation is an essential element of successful language acquisition and is a dynamic process subject to continuous flux (Dörnyei, 2001). Williams and Burden (1997) suggest that each individual L2 learner’s motivation is influenced by both external factors related to the sociocultural and contextua”
Motivation, language identity and the L2 self (2010, unknown): “…the 1990s was based largely on cognitive theories from the field of educational psychology, and the most recent trend is the process-oriented period from 2000 to the present, which is based on Dörnyei’s concept of the dynamic nature of motivation (see Dörnyei 2005, for a detailed description).”
Individual differences in L2 acquisition of English phonology: The relation between cognitive abilities and phonological processing☆ (2015, unknown): “Extensive research has been conducted about some of the factors underlying individual differences among L2 learners (Dörnyei, 2005).”
Form‐Focused Instruction: Isolated or Integrated? (2008, background): “The effects of matches and mismatches on L2 learning have also been investigated (e.g., Spada, 1987; Wesche, 1981), and there is some evidence that learners benefit most from instruction that suits their preferences (see Dörnyei, 2005, for summary and discus- sion).”
Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, methodology): “For an overview of models of strategy instruction, see Dörnyei (2005). Although all of the studies presented earlier differed in the number and type of strategies that were included in the instruction, there was some overlap and a general tendency to emphasize top-down strategies such as “prediction”
Understanding learner agency as a complex dynamic system (2011, methodology): “The data were repeatedly coded and recoded using a range of individual codes, supercodes and families of codes until ‘saturation’ (Charmaz, 2006) with the help of the software Atlas.ti.”
Phonological short-term memory, working memory and foreign language performance in intensive language learning * (2008, background): “The individual factors that influence language learning have been widely researched in the past 30 years (for a recent overview see Dörnyei, 2005).”
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020 (2021, unknown): “Learners’ background, the way they engage with the platform, their motivation for learning a language and using Duolingo, and their technology experience can influence the learning process and its result (Dörnyei, 2014).”
Student and teacher perceptions of motivational strategies in the foreign language classroom (2012, unknown): “Indeed, Csizér and Dörnyei (2005) assert that motivation is one of the key”
Toward a Model of Motivated Vocabulary Learning: A Structural Equation Modeling Approach (2008, methodology): “…by a wide range of studies on L2 motivation in the past three decades (Clément, Gardner, & Smythe, 1977; Clément & Kruidenier, 1985; Csizér & Dörnyei, 2005; Dörnyei & Csizér, 2002; Elley, 1989; Ely, 1986; Gardner, 1985; Gardner & MacIntyre, 1991; Lukmani, 1972; Noels, Clément, &…”
Learning Strategies in Second Language Acquisition (2016, background): “They may act as well-trained robots with no emotion [7].”
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance (2012, background): “Few studies have addressed the issue of how IDs affect communicative task performance in general and even fewer studies exist that investigate how the different components of language aptitude relate to L2 production on tasks of differing cognitive complexity.”