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2020 | 10 | 1 | 15-19

Article title

Editorial

Content

Title variants

Languages of publication

EN

Abstracts

EN
The goal of the special issue is to provide robust examples of how we as a field can research the dynamic nature of learner individual differences (IDs). The papers in this volume provide both a sound theoretical discussion of several IDs in relationship to their (posited or empirically attested) role(s) in L2 learning, as well as specific methodological ideas on how to best reveal the dynamic nature of IDs.

Keywords

EN

Year

Volume

10

Issue

1

Pages

15-19

Physical description

Dates

published
2020-03-29

Contributors

  • Indiana University, Bloomington, IN, USA

References

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  • de Bot, K., & Bátyi, S. (2017). Editorial. Studies in Second Language Learning and Teaching, 7, 13-17.
  • de Bot, K., & Fang, F. (2017). Circadian rhythms and second language performance. Studies in Second Language Learning and Teaching, 7, 47-60.
  • de Bot, K., Lowie, W., & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism: Language and cognition, 10, 7-21.
  • Dewaele, J-M. (2013). The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult bi- and multilinguals. Modern Language Journal, 97, 670-684.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
  • Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol: Multilingual Matters.
  • Dörnyei, Z. (2010). The relationship between language aptitude and language learning motivation: Individual differences from a dynamic systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247-267). London: Continuum.
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York, NY: Routledge.
  • Dornyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity, and the L2 Self. Bristol: Multilingual matters.
  • Gurzynski-Weiss, L. (Ed.). (2020). Cross-theoretical explorations of interlocutors and their individual differences. Amsterdam: John Benjamins.
  • Herdina, P., & Jessner, U. (2002). A dynamic model of multilingualism: Changing the psycholinguistic perspective. Multilingual Matters.
  • Jessner, U. (2006). Linguistic awareness in multilinguals: English as a third language. Edinburgh: Edinburgh University Press.
  • Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92, 270-283. http://doi.org/10.1111/j.1540-4781.2008.00718.x
  • Kormos, J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly, 48, 275-299.
  • Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 141-165.
  • Larsen-Freeman, D. (2011). A complexity theory approach to second language development/acquisition. In D. Atkins (Ed), Alternative approaches to second language acquisition (pp. 60-84). New York, NY: Routledge.
  • Larsen-Freeman, D. (2015). Complexity theory. In B. Van Patten & J. Williams (Eds.), Theories in second language acquisition (pp. 227-244). Amsterdam: Routledge.
  • Larsen-Freeman, D. (2020). Complexity theory: Relational systems in interaction and in interlocutor differences in second language development. In L. Gurzynski-Weiss (Ed.), Cross-theoretical explorations of interlocutors and their individual differences (pp. 191-209). Amsterdam: John Benjamins.
  • Lowie, W., van Dijk, M., Chan, H., & Verspoor, M. (2017). Finding the key to successful L2 learning in groups and individuals. Studies in Second Language Learning and Teaching, 7, 127-148.
  • Mercer S. (2015). Dynamics of the self: A multilevel nested systems approach. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds), Motivational dynamics in language learning (pp. 139-163). Bristol: Multilingual Matters.
  • Oxford, R. L. (1993). Style Analysis Survey (SAS). Tuscaloosa: University of Alabama.
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  • Serafini, E. J. (2017). Exploring the dynamic long-term interaction between cognitive and psychosocial resources in adult second language development at varying proficiency. Modern Language Journal, 101, 369-390.
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  • Stone, J. M., & Towse, J. (2015). A working memory test battery: Java-based collection of seven working memory tasks. Journal of Open Research Software, 3, 2-9. http://doi.org/10.5334/jors.br

Document Type

Publication order reference

Identifiers

YADDA identifier

bwmeta1.element.ojs-doi-10_14746_ssllt_2020_10_1_1
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