Group Dynamics in the Language Classroom: Contents

By Z. Dörnyei, T. Murphey. 2003

348 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bc9893fef31c69b456c87bd73312162b17f08b7f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

Citations in the corpus

Individual Differences: Interplay of Learner Characteristics and Learning Environment (2009, neutral): “1, December 2009, pp. 230–248 dynamics of language learning and teaching (e.g., Dörnyei & Murphey, 2003; Ehrman & Dörnyei, 1998), sociocultural theory (e.g., Lantolf & Thorne, 2006), and language socialization (e.g., Schieffelin & Ochs, 1986; Watson-Gegeo, 2004; Zuengler & Cole, 2005).”
Language Teacher Immunity: A Double-Edged Sword (2015, background): “A classic example from conflict resolution in group dynamics is the conflict-ridden, yet necessary, ‘storming’ phase of the group maturational process (Dörnyei and Murphey 2003).”
The Anatomy of Directed Motivational Currents: Exploring Intense and Enduring Periods of L2 Motivation (2015, background): “While rarely explored in SLA research (although see Dörnyei & Murphey, 2003), in other fields, most notably organizational psychology, motivational research tends to be centred on group dynamics and processes at the group level.”
Affective factors, virtual intercultural experiences, and L2 willingness to communicate in in-class, out-of-class, and digital settings (2019, background): “…state-like viewpoint, contextual factors such as relationship with interlocutors (Lefkowitz & Hedgcock, 2002; Mack, 2012), group cohesiveness (Dörnyei & Murphey, 2009), and teacher’s pedagogy (Mack, 2012) appear to determine the degree to which individuals choose to initiate or avoid L2…”
On emotions in foreign language learning and use (2015, background): “She and others have pursued the study of this crucial topic (Arnold, 2011; Dörnyei & Murphy, 2003; Gregersen & MacIntyre, 2014).”
Willingness to Communicate in English: A Microsystem Model in the Iranian EFL Classroom Context. (2016, result): “This finding is consistent with previous studies (D€ornyei, 2007; D€ornyei & Murphey, 2003; Peng & Woodrow, 2010) that have shown the effect of different classroom environment variables on motivation.”