Individual Differences in Second Language Learning

The Handbook of Second Language Acquisition

Volumn , Issue , 2008, Pages 589-630

  Dörnyei, Zoltán ^a   Skehan, Peter ^b  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

^b AOYAMA GAKUIN UNIVERSITY   (Japan)

Author keywords

Cognitive style; Foreign language aptitude; Language learning; Learning style; Second language acquisition

Indexed keywords

EID: 84955336792     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470756492.ch18     Document Type: Chapter

References (139)

1. Ajzen, I. 1988: Attitudes, Personality and Behavior. Chicago: Dorsey Press.
2. Ames, C. 1992: Classrooms, goals, structures and student motivation. Journal of Educational Psychology, 84, 267-71.
3. Anderson, J. R. 1983: The Architecture of Cognition. Cambridge: Cambridge University Press.
4. Anderson, J. R. 1985: Cognitive Psychology and its Implications. Second edition. New York: Freeman.
5. Baddeley, A. D. and Logie, R. H. 1999: Working memory: the multiple component model. In A. Miyake and P. Shah (eds), Models of Working Memory: Mechanisms of Active Maintenance and Executive Control. Cambridge: Cambridge University Press, 28-62.
6. Baddeley, A. D., Gathercole, S., and Papagno, C. 1998: The phonological loop as a language learning device. Psychological Review, 105, 158-73.
7. Bandura, A. 1993: Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-48.
8. Barduhn, S. 1998: Factors influencing success on the CELTA initial teacher training course. Ph.D. dissertation. Thames Valley University.
9. Boekaerts, M., Pintrich, P. R., and Zeidner, M. (eds) 2000: Handbook on Self-Regulation. San Diego: Academic Press.
10. Brophy, J. E. 1999: Toward a model of the value aspects of motivation in education: developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75-85.
11. Brown, H. D. 1994: Teaching by Principles. Englewood Cliffs, NJ: Prentice-Hall.
12. Carroll, J. B. 1965: The prediction of success in intensive foreign language training. In R. Glaser (ed.), Training, Research, and Education. Pittsburgh, PA: University of Pittsburgh Press.
13. Carroll, J. B. 1973: Implications of aptitude test research and psycholinguistic theory for foreign language teaching. International Journal of Psycholinguistics, 2, 5-14.
14. Carroll, J. B. 1979: Psychometric approaches to the study of language abilities. In C. J. Fillmore, D. Kempler, and W.-S. Y. Wang (eds), Individual Differences in Language Ability and Language Behavior. New York: Academic Press, 13-32.
15. Carroll, J. B. 1981: Twenty-five years of research in foreign language aptitude. In K. C. Diller (ed.), Individual Differences and Universals in Language Learning Aptitude. Rowley, MA: Newbury House, 83-118.
16. Carroll, J. B. 1991: Cognitive abilities in foreign language aptitude: then and now. In T. Parry and C. Stansfield (eds), Language Aptitude Reconsidered. Englewood Cliffs, NJ: Prentice-Hall, 11-29.
17. Carroll, J. B. and Sapon, S. 1959: The Modern Languages Aptitude Test. San Antonio, TX: Psychological Corporation.
18. Chamot, A. U. and Rubin, J. 1994: Comments on Janie Rees-Miller's "A critical appraisal of learner training: theoretical bases and teaching implications." TESOL Quarterly, 28, 771-6.
19. Chapelle, C. 1992: Disembedding "Disembedded figures in the landscape . . .": an appraisal of Griffiths and Sheen's "Reappraisal of L2 research on field dependence/ independence." Applied Linguistics, 13, 375-84.
20. Chapelle, C. and Green, P. 1992: Field independence/dependence in second language acquisition research. Language Learning, 42, 47-83.
21. Clément, R. 1980: Ethnicity, contact and communicative competence in a second language. In H. Giles, W. P. Robinson, and P. M. Smith (eds), Language: Social Psychological Perspectives. Oxford: Pergamon Press, 147-54.
22. Clément, R. and Gardner, R. C. 2001: Second language mastery. In W. P. Robinson and H. Giles (eds), The New Handbook of Language and Social Psychology. Second edition. New York: John Wiley, 489-504.
23. Clément, R., Dönyei, Z., and Noels, K. A. 1994: Motivation, self-confidence and group cohesion in the foreign language classroom. Language Learning, 44, 417-48.
24. Cohen, A. D. 1998: Strategies in Learning and Using a Second Language. Harlow: Longman.
25. Corno, L. and Kanfer, R. 1993: The role of volition in learning and performance. Review of Research in Education, 19, 301-41.
26. Covington, M. 1998: The Will to Learn. Cambridge: Cambridge University Press.
27. Cronbach, L. 1970: Essentials of Psychological Testing. Third edition. New York: Harper and Row.
28. Crookes, G. and Schmidt, R. W. 1991: Motivation: reopening the research agenda. Language Learning, 41, 469-512.
29. Deci, E. L. and Ryan, R. M. 1985: Intrinsic Motivation and SelfDetermination in Human Behavior. New York: Plenum.
30. DeGraaf, R. 1997: Differential Effects of Explicit Instruction on Second Language Acquisition. The Hague: Holland Institute of Generative Linguistics.
31. DeKeyser, R. 2000: The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22 (4), 493-533.
32. Dewaele, J.-M. and Furnham, A. 1999: Extraversion: the unloved variable in applied linguistic research. Language Learning, 43 (3), 509-44.
33. Dörnyei, Z. 1994: Motivation and motivating in the foreign language classroom. Modern Language Journal, 78, 273-84.
34. Dörnyei, Z. 1998: Motivation in second and foreign language learning. Language Teaching, 31, 117-35.
35. Dörnyei, Z. 2000: Motivation in action: towards a process-oriented conceptualisation of student motivation. British Journal of Educational Psychology, 70, 519-38.
36. Dörnyei, Z. 2001: Teaching and Researching Motivation. Harlow: Longman.
37. Dörnyei, Z. forthcoming: Motivational Strategies: Creating and Maintaining Student Motivation in the Foreign Language Classroom. Cambridge: Cambridge University Press.
38. Dönyei, Z. and Kormos, J. forthcoming: The role of individual and social variables in oral task performance. Language Teaching Research.
39. Dörnyei, Z. and Otto, I. 1998: Motivation in action: a process model of L2 motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.
40. Doughty, C. 2001: Cognitive underpinnings of focus on form. In P. Robinson (ed.), Cognition and Second Language Instruction. New York: Cambridge University Press, 206-57.
41. Doughty, C. and Williams, J. 1998: Focus on Form in Classroom Second Language Acquisition. New York: Cambridge University Press.
42. Eagly, A. H. and Chaiken, S. 1993: The Psychology of Attitudes. New York: Harcourt Brace.
43. Ehrman, M. E. 1996: Understanding Second Language Difficulties. Thousand Oaks, CA: Sage.
44. Ellis, R. 1994: The Study of Second Language Acquisition. Oxford: Oxford University Press.
45. Gardner, R. C. 1985: Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold.
46. Gardner, R. C. and Lambert, W. E. 1972: Attitudes and Motivation in Second Language Learning. Rowley, MA: Newbury House.
47. Gardner, R. C. and MacIntyre, P. D. 1993: A student's contributions to second-language learning. Part II: Affective variables. Language Teaching, 26, 1-11.
48. Gardner, R. C. and Tremblay, P. F. 1994: On motivation, research agendas, and theoretical frameworks. Modern Language Journal, 78, 359-68.
49. Gardner, R. C., Tremblay, P. F., and Masgoret, A.-M. 1997: Towards a full model of second language learning: an empirical investigation. Modern Language Journal, 81, 344-62.
50. Gathercole, S. and Baddeley, A. 1993: Working Memory and Language. Hillsdale, NJ: Lawrence Erlbaum Associates.
51. Graham, S. 1994: Classroom motivation from an attributional perspective. In H. F. O'Neil, Jr, and M. Drillings (eds), Motivation: Theory and Research. Hillsdale, NJ: Lawrence Erlbaum Associates, 31-48.
52. Griffiths, R. and Sheen, R. 1992: Disembedded figures in the landscape: a reappraisal of L2 research on field dependence/independence. Applied Linguistics, 13, 133-48.
53. Grigorenko, E. L. 2002: Language-based learning disabilities. In P. Robinson (ed.), Individual Differences and Instructed Language Learning. Amsterdam and Philadelphia: John Benjamins, 95-113.
54. Grigorenko, E., Sternberg, R. J., and Ehrman, M. 2000: A theory based approach to the measurement of foreign language learning ability: the Canal-F theory and test. Modern Language Journal, 84 (3), 390-405.
55. Harley, B. and Hart, D. 1997: Language aptitude and second language proficiency in classroom learners of different starting ages. Studies in Second Language Acquisition, 19 (3), 379-400.
56. Hayes, J. and Allinson, C. W. 1996: The implications of learning styles for training and development: a discussion of the matching hypothesis. British Journal of Management, 7, 63-73.
57. Healey, M. 1999: Learning cycles and learning styles: Kolb's experiential learning theory and its application in geography in higher education. Available from /www.chelt.ac.uk/
58. Heckhausen, H. 1991: Motivation and Action. New York: Springer.
59. Honey, P. and Mumford, A. 1986: Using your Learning Styles. Maidenhead: Peter Honey.
60. Honey, P. and Mumford, A. 1992: The Manual of Learning Styles. Maidenhead: Peter Honey.
61. Johnson, J. S. and Newport, E. 1989: Critical period effects in second language learning: the influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21, 60-99.
62. Johnson, J. S. and Newport, E. 1991: Critical period effects on universal properties of language: the status of subjacency in the acquisition of a second language. Cognition, 39, 215-58.
63. Julkunen, K. 1993: On foreign language learning motivation in the classroom. In S. Tella (ed.), Kielestä mieltä - Mielekästä kieltä. Helsinki: University of Helsinki, Teacher Education Department, 70-8.
64. Keefe, J. W. and Ferrell, B. G. 1990: Developing a defensible learning style paradigm. Educational Leadership, 48 (2), 57-61.
65. Kirby, J. R. 1988: Style, strategy, and skill in reading. In R. R. Schmeck (ed.), Learning Strategies and Learning Styles. New York: Plenum, 3-19.
66. Kolb, D. A. 1984. Learning Style Inventory. Revised edition. Boston, MA: McBer.
67. Krashen, S. 1981: Aptitude and attitude in relation to second language acquisition and learning. In K. C. Diller (ed.), Individual Differences and Universals in Language Learning Aptitude. Rowley, MA: Newbury House, 155-75.
68. Kuhl, J. 1987: Action control: the maintenance of motivational states. In F. Halish and J. Kuhl (eds), Motivation, Intention and Volition. Berlin: Springer, 279-91.
69. Kuhl, J. and Beckmann, J. (eds) 1994: Volition and Personality: Action versus State Orientation. Seattle, WA: Hogrefe and Huber.
70. Locke, E. A. and Latham, G. P. 1990: A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice-Hall.
71. MacIntyre, P. D. 1994: Toward a social psychological model of strategy use. Foreign Language Annals, 27, 185-95.
72. MacIntyre, P. D. and Noels, K. A. 1996: Using social-psychological variables to predict the use of language learning strategies. Foreign Language Annals, 29, 373-86.
73. MacIntyre, P. D., Babin, P. A., and Clément, R. 1999: Willingness to communicate: antecedents and consequences. Communication Quarterly, 47, 215-29.
74. MacIntyre, P. D., Clément, R., Dörnyei, Z., and Noels, K. A. 1998: Conceptualizing willingness to communicate in a L2: a situated model of confidence and affiliation. Modern Language Journal, 82, 545-62.
75. McCroskey, J. C. and Richmond, V. P. 1991: Willingness to communicate: a cognitive view. In M. Booth-Butterfield (ed.), Communication, Cognition and Anxiety. Newbury Park, CA: Sage, 19-37.
76. Miyake, A. and Friedman, D. 1998: Individual differences in second language proficiency: working memory as language aptitude. In A. Healy and L. Bourne (eds), Foreign Language Learning: Psycholinguistic Studies on Training and Retention. Mahwah, NJ: Lawrence Erlbaum Associates.
77. Naiman, N., Fröhlich, M., Stern, H., and Todesco, A. 1978: The Good Language Learner. Toronto: Ontario Institute for Studies in Education.
78. Noels, K. A. 2001: New orientations in language learning motivation: toward a contextual model of intrinsic, extrinsic, and integrative orientations and motivation. In Z. Dörnyei and R. Schmidt (eds), Motivation and Second Language Acquisition. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center, 43-68.
79. Noels, K. A., Clément, R., and Pelletier, L. G. 1999: Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
80. Noels, K. A., Pelletier, L. G., Clément, R., and Vallerand, R. J. 2000: Why are you learning a second language? Motivational orientations and selfdetermination theory. Language Learning, 50, 57-85.
81. Nyikos, M. 1996: The conceptual shift to learner-centred classrooms: increasing teacher and student strategic awareness. In R. L. Oxford (ed.), Language Learning Strategies around the World: Cross-Cultural Perspectives. Honolulu: University of Hawai'i Press, 109-17.
82. O'Malley, J. M. and Chamot, A. U. 1990: Learning Strategies in Second Language Acquisition. New York: Cambridge University Press.
83. O'Malley, J. M. and Chamot, A. U. 1994: Learning strategies in second language learning. In The International Encyclopedia of Education. Vol. 6. Oxford: Pergamon Press, 3329-35.
84. Oxford, R. L. 1989: Use of language learning strategies: a synthesis of studies with implications for strategy training. System, 17, 235-47.
85. Oxford, R. L. 1990: Language Learning Strategies: What Every Teacher Should Know. Boston, MA: Heinle and Heinle.
86. Oxford, R. L. (ed.) 1996: Language Learning Motivation: Pathways to the New Century. Honolulu: University of Hawai'i Press.
87. Oxford, R. L. and Anderson, N. J. 1995: A crosscultural view of learning styles. Language Teaching, 28, 201-15.
88. Oxford, R. L. and Shearin, J. 1994: Language learning motivation: expanding the theoretical framework. Modern Language Journal, 78, 12-28.
89. Parry, T. S. and Child, J. R. 1990: Preliminary investigation of the relationship between VORD, MLAT, and language proficiency. In T. S. Parry and C. W. Stansfield (eds), Language Aptitude Reconsidered. Washington, DC: Center for Applied Linguistics, 30-66.
90. Pawley, A. and Syder, F. 1983: Two puzzles for linguistic theory: nativelike selection and nativelike fluency. In J. C. Richards and R. Schmidt (eds), Language and Communication. London: Longman, 191-227.
91. Petersen, C. and Al-Haik, A. 1976: The development of the Defense Language Aptitude Battery. Educational and Psychological Measurement, 36, 369-80.
92. Pimsleur, P. 1966: The Pimsleur Language Aptitude Battery. New York: Harcourt, Brace, Jovanovic.
93. Rees-Miller, J. 1993: A critical appraisal of learner training: theoretical bases and teaching implications. TESOL Quarterly, 27, 679-89.
94. Rees-Miller, J. 1994: The author responds . . . TESOL Quarterly, 28, 776-81.
95. Reid, J. M. (ed.) 1995: Learning Styles in the ESL/EFL Classroom. Boston, MA: Heinle and Heinle.
96. Reves, T. 1983: What makes a good language learner? Ph.D. dissertation. Hebrew University.
97. Riding, R. 1991: Cognitive Styles Analysis. Birmingham: Learning and Training Technology.
98. Riding, R. and Cheema, I. 1991: Cognitive styles - an overview and integration. Educational Psychology, 11, 193-215.
99. Robinson, P. 1995: Learning simple and complex rules under implicit, incidental, rule-search, and instructed conditions. Studies in Second Language Acquisition, 18, 27-67.
100. Robotham, D. 1999: The application of learning style theory in higher education teaching. Available at /www.chelt.ac.uk/
101. Rubin, J. 1975: What the "Good Language Learner" can teach us. TESOL Quarterly, 9, 41-51.
102. Sasaki, M. 1996: Second Language Proficiency, Foreign Language Aptitude, and Intelligence. New York: Peter Lang.
103. Sawyer, M. and Ranta, L. 2001: Aptitude, individual differences, and instructional design. In P. Robinson (ed.), Cognition and Second Language Acquisition. New York: Cambridge University Press, 319-53.
104. Schmeck, R. R. 1988: An introduction to strategies and styles of learning. In R. R. Schmeck (ed.), Learning Strategies and Learning Styles. New York: Plenum, 3-19.
105. Schmidt, R. 1990: The role of consciousness in second language learning. Applied Linguistics, 11, 129-58.
106. Schmidt, R. 1994: Deconstructing consciousness: in search of useful definitions for applied linguistics. AILA Review, 11, 11-26.
107. Schmidt, R. 2001: Attention. In P. Robinson (ed.), Cognition and Second Language Acquisition. New York: Cambridge University Press, 3-32.
108. Schmidt, R. and Frota, S. 1986: Developing basic conversational ability in a second language: a case study of an adult learner of Portuguese. In R. Day (ed.), Talking to Learn. Rowley, MA: Newbury House, 237-326.
109. Schmidt, R., Boraie, D., and Kassagby, O. 1996: Foreign language motivation: internal structure and external connections. In R. Oxford (ed.), Language Learning Motivation: Pathways to the New Century. Honolulu: University of Hawai'i Press, 9-70.
110. Schumann, J. H. 1997: The Neurobiology of Affect in Language. Blackwell, Oxford.
111. Schumann, J. H. 2001: Learning as foraging. In Z. Dörnyei and R. Schmidt (eds), Motivation and Second Language Acquisition. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center, 21-8.
112. Skehan, P. 1986: Cluster analysis and the identification of learner types. In V. Cook (ed.), Experimental Approaches to Second Language Acquisition. Oxford: Pergamon Press, 81-94.
113. Skehan, P. 1989: Individual Differences in Second Language Learning. London: Edward Arnold.
114. Skehan, P. 1991: Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275-98.
115. Skehan, P. 1998: A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
116. Stern, H. H. 1975: What can we learn from the good language learner? Canadian Modern Language Review, 31, 304-18.
117. Sternberg, R. forthcoming: The theory of successful intelligence and its implications for language aptitude testing. Journal of Contemporary Psychology.
118. Stipek, D. J. 1996: Motivation and instruction. In D. C. Berliner and R. C. Calfee (eds), Handbook of Educational Psychology. New York: Macmillan, 85-113.
119. Tarone, E. 1981: Some thoughts on the notion of "communication strategy." TESOL Quarterly, 15, 285-95.
120. Tremblay, P. F. and Gardner, R. C. 1995: Expanding the motivation construct in language learning. Modern Language Journal, 79, 505-20.
121. Ushioda, E. 1994: L2 motivation as a qualitative construct. Teanga, 14, 76-84.
122. Ushioda, E. 1996: Developing a dynamic concept of motivation. In T. Hickey and J. Williams (eds), Language, Education and Society in a Changing World. Clevedon: Multilingual Matters, 239-45.
123. Ushioda, E. 2001: Language learning at university: exploring the role of motivational thinking. In Z. Dörnyei and R. Schmidt (eds), Motivation and Second Language Acquisition. Honolulu: University of Hawai'i, Second Language Teaching and Curriculum Center, 91-124.
124. Vallerand, R. J. 1997: Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.
125. VanPatten, B. 1996: Input Processing and Grammar Instruction. New York: Ablex.
126. Walter, C. 2000: The involvement of working memory in reading in a foreign language. Ph.D. dissertation. University of Cambridge.
127. Weiner, B. 1984: Principles for a theory of student motivation and their application within an attributional framework. In R. Ames and C. Ames (eds), Research on Motivation in Education: Student Motivation. Vol. 1. San Diego: Academic Press, 15-38.
128. Weiner, B. 1992: Human Motivation: Metaphors, Theories and Research. Newbury Park, CA: Sage.
129. Weinstein, C. E. and Meyer, D. K. 1994: Learning strategies: teaching and testing for. In T. Husen and T. N. Postlethwaite (eds), The International Encyclopedia of Education. Oxford: Pergamon Press, 3335-40.
130. Wenden, A. 1991: Learner Strategies for Learner Autonomy. Hemel Hempstead: Prentice-Hall.
131. Wenden, A. and Rubin, J. 1987: Learner Strategies in Language Learning. Hemel Hempstead: Prentice-Hall.
132. Wesche, M. 1981: Language aptitude measures in streaming, matching students with methods, and diagnosis of learning problems. In K. C. Diller (ed.), Individual Differences and Universals in Language Learning Aptitude. Rowley, MA: Newbury House, 119-54.
133. Wigfield, A. 1994: Expectancy-value theory of achievement motivation: a developmental perspective. Educational Psychology Review, 6, 49-78.
134. Williams, M. 1994: Motivation in foreign and second language learning: an interactive perspective. Educational and Child Psychology, 11, 77-84.
135. Winne, P. H. 1995: Inherent details in self-regulated learning. Educational Psychologist, 30, 173-87.
136. Witkin, H. 1962: Psychological Differentiation. New York: John Wiley.
137. Witkin, H. and Goodenough, D. 1981: Cognitive Styles: Essence and Origin. Psychological Issues Monograph 51. New York: International Universities Press.
138. Wong Fillmore, L. 1979: Individual differences in second language acquisition. In C. J. Fillmore, W.-S. Y. Wang and D. Kempler (eds), Individual Differences in Language Ability and Language Behavior. New York: Academic Press, 203-28.
139. Zimmerman, B. J. and Risemberg, R. 1997: Self-regulatory dimensions of academic learning and motivation. In G. D. Phye (ed.), Handbook of Academic Learning. San Diego: Academic Press, 105-25.