The Psychology of the Language Learner
Bibliographic Data
| ID | 23399402 |
|---|---|
| Authors | Zoltán Dörnyei (0000-0002-7820-1254, corresponding author), Zolt n Dornyei |
| Year | 2014 |
| Pages | 282 |
| Publication date | 2014-04-04 |
| Open Access | No |
| Type | BOOK |
| Venue | The Psychology of the Language Learner (SOURCE_BOOK) |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.4324/9781410613349 |
| OpenAlex | W4231950466 |
| Open Library | OL24275489M |
| ISBN | 9781410613349 |
| Language | EN |
| Citations received | 164 |
Research results over the past decades have consistently demonstrated that a key reason why many second language learners fail--while some learners do better with less effort--lies in various learner attributes such as personality traits, motivation, or language aptitude. In psychology, these attributes have traditionally been called "individual differences." The scope of individual learner differences is broad--ranging from creativity to learner styles and anxiety--yet there is no current, comprehensive, and unified volume that provides an overview of the considerable amount of research conducted on various language learner differences, until now.Each chapter in this new volume focuses on a different individual difference variable. Besides a review of the relevant second language literature, Zoltán Dörnyei presents a concise overview of the psychological research involving each topic. A key concern for the author has been to define the various learner factors as measurable constructs and therefore the discussion includes a summary of the most famous tests and questionnaires in each domain.A wide range of readers will benefit from this book--students in linguistics, applied linguistics, modern languages, and psychology programs; second language teachers participating in in-service training courses; and researchers in second language acquisition and psychology.
Cognitive psychology · Cognitive science · Linguistics · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching · 401/.93 · Acquisition · Andraspråksinlärning · Fremdsprachenlernen · Individualität · Language Arts & Disciplines · Langue seconde · Leerpsychologie · Lernpsychologie · Nonfiction · P118.2 .d67 2005 · Psycholinguistics · Psychological aspects · Second language acquisition · Tweedetaalverwerving
Needs Analysis
Learners’ Self-regulation and Autonomy in Learning English Language
Wayfeeling’
Rethinking the Insights from Good Language Learner Studies
Language learning, motivation, and well-being in later life
Language Learning and Learner Psychology
Examining the Roles of Aptitude, Motivation, Strategy Use, Language Processing Experience, and Gender in the Development of the Breadth and Depth of EFL Learners' Vocabulary Knowledge
The impact of digital technology use on EFL students’ English academic performance
Assessing the interactions between learning enjoyment, motivation, burnout, and grit in EFL students
The Effect of a Task-Based, Curriculum-Enrichment Program for Vocabulary Learning Strategies on Saudi University Students
The Second-Language Essay as Cognitive Task
Role of Social Media Application in Promoting Motivation and Listening Skill of Iraqi EFL Learners
French as a US Heritage Language in a Multilingual World
Motivational Factors and Intended Efforts in Learning East Asian Languages Among Thai Undergraduate Students
Motivation, Strategy Use, and Comprehension in Foreign Language Reading
The Relationship between Language Learning Strategies and Language Proficiency amongst Multilingual L2 Students
Classroom vs. Extramural English
L2 Willingness to Communicate and Perceived Accent Strength
Infusing Creativity into Peacebuilding in Sri Lanka
Ebbs and Flows
Exploring language learning strategy transfer between Greek L2 and English FL in case of early adolescent multilinguals
Chinese university students’ multilingual learning motivation under contextual influences
A bright future for interdisciplinary multilingualism research
Multilingualism, perceived positive language interaction (PPLI), and learner beliefs
Strategic Processing in Grammar Learning
Examining the impact of L2 English on L3 selves
Speaking, reading and writing in three languages. Preferences and attitudes of multilingual Malaysian students
Predicting individual differences in L2 speakers’ gestures
Students’ motivation for content and language integrated learning and the role of programme intensity
The case of a missing person? The current L2 self and the L2 Motivational Self System
The emotional journey of being and becoming bilingual
L2 and L3 motivational systems and their interactions
Genre-based L2 writing instruction and writing-specific psychological factors
Empowering learners in the second/foreign language classroom
Exploring young learners’ foreign language learning awareness
Understanding an assessment approach in computer-mediated collaborative writing
Constructing the 'New Worker-Self'
ESL learners’ perception and its relationship with the efficacy of written corrective feedback
Revisiting the validity of the vocabulary learning strategies questionnaire using the confirmatory composite analysis (CCA)
The link between learner engagement and self‐regulation. A multiple case study
Robot-assisted speaking practice (Rasp)
Thai and Serbian Student L2 Motivational Selves
Gender differences in compulsory school pupils’ L2 self-concepts
Strategy-Instruction and strategy clustering in the development of young learners’ reading skills
Affect in a self-regulatory framework for language learning
When CLIL is for all
The role of the self-access centre in the tertiary language learning process
Young learners and multilingualism
Tibetan CSL learners’ L2 Motivational Self System and L2 achievement
Language learner self-concept
Where's the vision? Rescuing integrativeness to understand the language learning motivation of English-speaking EFL instructors living in South Korea
Understanding learner agency as a complex dynamic system
Children's learning strategy use and the effects of strategy instruction on success in learning ESL in Canada
Relations between motivation, social and emotional learning (SEL), and English learning achievements in Hong Kong primary schools
Epilogue
Language Anxiety, Willingness to Communicate, and Achievements
Psychology for language learning
New conceptualizations of linguistic giftedness
Selected poster presentations from the British Association of Applied Linguistics conference, Manchester Metropolitan University, August 2019
Second Language Research Forum Colloquia 2009
Impact of Student Emotions and Attitudes in L2 Spanish Beginner Students in Chattanooga State Community College (Preliminary Results)
Developing and validating three measures of possible language teacher selves
The Role of Need for Closure and Need for Cognition in Writing-Specific Psychological Factors
Some antecedents of directed motivational currents in a foreign language
Development and validation of an instructional willingness to communicate questionnaire
The adjustment processes of international students at a UK university
Neural mechanisms of language learning from social contexts
A Dynamic Metacognitive Systems Account of Chinese University Students' Knowledge About EFL Reading
Form‐Focused Instruction
Hong Kong Secondary Students’ Motivation in EFL Writing
Contributions of Individual Differences and Contextual Variables to Reading Achievement of English Language Learners
Validating the Instruments to Measure ESL / EFL Learners' Self‐Efficacy Beliefs and Self‐Regulated Learning Strategies
Kurdish adolescents acquiring Turkish
Navigating the Challenges of L2 Reading
Strategies for Language Learning and for Language Use
Japanese Students’ Emotional Lived Experiences in English Language Learning, Learner Identities, and Their Transformation
Recasts, Language Anxiety, Modified Output, and L2 Learning
Toward a Model of Motivated Vocabulary Learning
Exploring the Relationship Between Modified Output and Working Memory Capacity
The Role of Task Complexity, Modality, and Aptitude in Narrative Task Performance
Strategy Instruction in Listening for Lower-Intermediate Learners of French
What Does More Time Buy You? AnotherLook at the Effects of Long-Term Residence on Production Accuracy of English / / and / l / by Japanese Speakers
Culture and Cognitive Development
Motivation to learn languages other than English
L2 Self of Beginning‐Level Heritage and Nonheritage Postsecondary Learners of Chinese
The predictive effects of learner autonomy and academic engagement on willingness to communicate, foreign language learning self-esteem, and L2 grit in an EFL context
Exploring AI chatbot affordances in the EFL classroom
Grit and Foreign Language Enjoyment as Predictors of EFL Learners’ Online Engagement
Understanding second language student engagement with digital multimodal composing
Revealing the complex system of self-regulation strategies, achievement emotions, and L2 grit in online English learning
A longitudinal analysis of physical exercise in shaping language learners’ emotional well-being
From algorithm followers to cognitive commanders
The roles of ideal self and grit in Lote engagement
More than the sum? A configurational approach to basic psychological needs, mindset, and buoyancy in EFL engagement
From Strategy Awareness to Engagement
Students’ readiness for and adoption of smartphones for language learning
Real-time AI-mediated peer feedback in L2 writing
Incorporating gamification into blended Call models
The relationship between Chinese EFL college students’ emotional intelligence and willingness to communicate
L’impact d’une cyberquête sur la motivation d’apprenants en anglais de spécialité
| Unique citing works | 164 |
|---|---|
| Citations per year | 8,2 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 78 |