Dynamiczny charakter zmiennych indywidualnych – wyzwania badawcze i implikacje dydaktyczne
PDF (Język Polski)

Schlagworte

różnice indywidualne
teoria dynamicznych systemów złożonych
motywacja
gotowość komunikacyjna
strategie uczenia się

Zitationsvorschlag

Pawlak, M. (2017). Dynamiczny charakter zmiennych indywidualnych – wyzwania badawcze i implikacje dydaktyczne. Neofilolog, (48/1), 9–28. https://doi.org/10.14746/n.2017.48.1.01

Abstract

Not so long ago individual difference factors were perceived as relatively stable attributes of learners and it appeared that their impact on the outcomes of the language learning process could be determined in a straightforward manner. There was a widespread belief that it was sufficient to design appropriate data collection instruments, carefully validate them, collect the requisite data concerning the variable in question as well as learners’ attainment, and then apply the procedures of inferential statistics in order to arrive at conclusions in this respect (Dörnyei, 2005). Such findings could later be used as a point of reference for pedagogical implications for teachers. However, the findings of research conducted over the last decade, in particular such that has focused upon motivation and willingness to communicate (e.g., Dörnyei, MacIntyre and Henry, 2015), have clearly demonstrated that the situation is much more complicated, because such factors are subject to constant fluctuations, both over longer periods of time, sequences of classes, single lessons or even specific tasks implemented by teachers. This phenomenon brings with it a number of challenges, not only with respect to designing and conducting empirical studies but also in regard to the steps that should be taken to take account of learners’ individual profiles. The main aim of the present paper is to demonstrate how the dynamic nature of individual difference factors can be accommodated in empirical research as well as elucidating its consequences for the individualization of the process of language learning in the classroom and beyond.

https://doi.org/10.14746/n.2017.48.1.01
PDF (Język Polski)

Literaturhinweise

Biedroń, A. i M. Pawlak. 2016. „The interface between research on individual difference variables and teaching practice: The case of cognitive factors and personality”. Studies in Second Language Learning and Teaching, 6: 395-422.

Brown, H. D. 2014. Principles of language learning and teaching.New York: Pearson Education.

Chan, L., Z. Dörnyei i A. Henry. 2015. „Learner types and signature dynamics in the language classroom: A retrodictive qualitative approach to studying L2 motivation”. (w) Motivational dynamics in language learning. (red. Z. Dörnyei, P. MacIntyre i A. Henry). Bristol: Multilingual Matters, str. 238-259.

Cohen, A. D. 2010. „Focus on the language learner: Styles, strategies, and motivation”. (w) An introduction to applied linguistics. (red. R. Schmitt). London: Hodder Education, str. 161-178.

De Bot, K., W. Lowie i M. Verspoor. 2007. „A Dynamic Systems Theory approach to second language acquisition”. Bilingualism Language and Cognition, 10: 7-21.

Dörnyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ. Lawrence Erlbaum.

Dörnyei, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press.

Dörnyei, Z. 2009a. The psychology of second language acquisition. Oxford: Oxford University Press.

Dörnyei, Z. 2009b. „The L2 motivational self system”. (w) Motivation, language identity and the L2 self. (red. Z. Dörnyei i E. Ushioda). Bristol: Multilingual Matters, str. 9-42.

Dörnyei, Z. 2010. Questionnaires in second language research: Construction, administration, and processing (2nd ed.). London: Routledge.

Dörnyei, Z. 2014. „Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom”. Language Teaching, 47: 80-91.

Dörnyei, Z., A. Henry i C. Muir. 2016. Motivational currents in language learning: Frameworks for focused interventions. New York: Routledge.

Dörnyei, Z., P. MacIntyre i A. Henry. (red.). 2015. Motivational dynamics in language learning. Bristol: Multilingual Matters.

Dörnyei, Z. i I. Ottó. 1998. „Motivation in action: A process model of L2 motivation”. Working Papers in Applied Linguistics, 4: 43-69.

Dörnyei, Z. i S. Ryan. 2015.The psychology of the language learner revisited. New York: Routledge.

Dörnyei, Z. i P. Skehan. 2003. „Individual differences in second language learning”. (w) The handbook of second language acquisition. (red. C. J. Doughy i M. H. Long). Oxford: Blackwell, str. 589-630.

Ehrman, M. E., B. L. Leaver i R. L. Oxford. 2003. „A brief overview of individual differences in second language learning”. System, 31: 313-330.

Ellis, R. 2008. The study of second language acquisition (2 wyd.). Oxford: Oxford University Press.

Ellis, R. 2009. „Implicit and explicit learning, knowledge and instruction”. (w) Implicit and explicit knowledge in second language learning, testing and teaching. (red. R. Ellis, S. Loewen, C. Elder, R. M. Erlam, J. Philp i H. Reinders). Bristol – Buffalo – Toronto: Multilingual Matters, str. 3-25.

Ellis, R. 2010. „Epilogue: A framework for investigating oral and written corrective feedback”. Studies in Second Language Acquisition, 32: 335-349.

Gardner, R. C. 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

Gardner, R. C., A.-M. Masgoret, J. Tennant i L. Mihic. 2004. „Integrative motivation: Changes during a year-long intermediate-level language course”. Language Learning, 81: 344-362.

Goo, J. 2012. „Corrective feedback and working memory capacity in interaction-driven L2 learning”. Studies in Second Language Acquisition, 34: 445-474.

Gregersen, T. i P. D. MacIntyre. 2014. Capitalizing on language learners’ individuality: From premise to practice. Bristol – Buffalo – Toronto: Multilingual Matters.

Henry, A., S. Davydenko i Z. Dörnyei. 2015. „The anatomy of Directed Motivational Currents: Exploring intense and enduring periods of L2 motivation”. Modern Language Journal, 99: 329-345.

Koizumi, R. i K. Matsuo. 1993. „A longitudinal study of attitudes and motivation in learning English among Japanese seventh grade students”. Japanese Psychological Research, 35: 1-11.

Larsen-Freeman, D. 2015. „Ten ‘lessons’ from complex dynamic systems theory: What is on offer”. (w) Motivational dynamics in language learning. (red. Z. Dörnyei, P. MacIntyre i A. Henry). Bristol: Multilingual Matters, str. 11-19.

Larsen-Freeman, D. 2016. „Classroom-oriented research from a complex systems perspective”. Studies in Second Language Learning and Teaching, 6: 377-393.

Larsen-Freeman, D. i L. Cameron. 2008. Complex systems and applied linguistics. Oxford: Oxford University Press.

Leontiev, A. N. 1978. Activity, consciousness, and personality. Englewood Cliffs: Prentice-Hall.

MacIntyre, P. D. i C. Charos. 1996. „Personality, attitudes, and affect as predictors of second language communication”. Journal of Language and Social Psychology, 15: 3-26.

MacIntyre, P. D. i J. Doucette. 2010. „Willingness to communicate and action control”. System, 17: 226-240.

MacIntyre, P. D. i J. J. Legatto. 2011. „A dynamic system approach to willingness to communicate: Developing an idiodynamic method to capture rapidly changing affect”. Applied Linguistics, 3: 149-171.

Mercer, S. 2012. „Dispelling the myth of the natural-born linguist”. ELT Journal, 66: 22-29.

Mercer, S. 2015. „Dynamics of the self: A multi-level nested systems approach”. (w) Motivational dynamics in language learning. (red. Z. Dörnyei, P. MacIntyre i A. Henry). Bristol: Multilingual Matters, str. 139-163.

Mystkowska-Wiertelak, A. i M. Pawlak. 2017. Willingness to communicate in instructed second language acquisition: Combining a macro- and micro-perspective. Bristol: Multilingual Matters.

Oxford, R. L. 1990. Language learning strategies. What every teacher should know. Boston: Heinle & Heinle.

Oxford, R. L. 2017. Teaching and researching language learning strategies: Self-regulation in context. New York: Routledge.

Pawlak, M. 2012a. „Individual differences in language learning and teaching: Achievements, prospects and challenges”. (w) New perspectives on individual differences in language learning and teaching. (red. M. Pawlak). Heidelberg – New York: Springer, str. xix-xvi.

Pawlak, M. 2012b. „The dynamic nature of motivation in language learning”. Studies in Second Language Learning and Teaching, 2: 249-278.

Pawlak, M. 2012c. „Investigating the use of grammar learning strategies in a communicative task: A micro-perspective”. Referat wygłoszony podczas dorocznej międzynarodowej konferencji Amerykańskiego Stowarzyszenia Językoznawstwa Stosowanego (American Association for Applied Linguistics), Boston.

Pawlak, M. 2013. „Różnice indywidualne a rozwijanie kompetencji językowych”. (w): Dydaktyka językowa a kompetencje ogólne. (red. J. Stańczyk i E. Nowikiewicz). Bydgoszcz: Nauczycielskie Kolegium Języków Obcych w Bydgoszczy, str. 99-120.

Pawlak, M. 2014. Error correction in the foreign language classroom: Reconsidering the issues. Heidelberg – New York: Springer.

Pawlak, M. 2016. „Review of Zoltan Dörnyei, Peter McIntyre and Alistair Henry’s Motivational dynamics in language learning”. Studies in Second Language Learning and Teaching, 5: 707-713.

Pawlak, M. 2017a. „Individual difference variables as mediating influences on success or failure in form-focused instruction”. (w) At the crossroads: Challenges of foreign language learning. (red. E. Piechurska-Kuciel, M. Szyszka i E. Szymańska-Czaplak). Heidelberg: Springer Nature, str. 75-92.

Pawlak, M. 2017b. Overview of learner individual differences and their mediating effects on the process and outcome of L2 interaction. (w) Expanding the individual difference research in the interaction approach: Examining learners. Instructors, and researchers. (red. L. Gurzyński-Weiss). Amsterdam – Philadelphia: John Benjamins, str 19-40.

Pawlak, M. i A. Mystkowska-Wiertelak. 2015. „Investigating the dynamic nature of L2 willingness to communicate”. System, 50: 1-9.

Pawlak, M., A. Mystkowska-Wiertelak i J. Bielak. 2016. „Investigating the nature of classroom willingness to communicate: A micro-perspective”. Language Teaching Research, 20: 654-671.

Peng, J. E. 2013. „The challenge of measuring willingness to communicate in ELF contexts”. The Asia-Pacific Education Researcher, 22: 281-290.

Shoaib, A. i Z. Dörnyei. 2005. „Affect in life-long learning: Exploring L2 motivation as a dynamic process”. (w): Learners' stories: Difference and diversity in language learning. (red. P. Benson i D. Nunan). Cambridge: Cambridge University Press, str. 22-41.

Skehan, P. 1989. Individual differences in second language learning. London: Edward Arnold.

Ushioda, E. 1996. „Developing a dynamic concept of motivation”. (w) Language, education and society in a changing world (red. T. Hickey i J. Williams.). Clevedon: Multilingual Matters, str. 239-245.

Ushioda, E. 2001. „Language learning at university: Exploring the role of motivational thinking”. (w):Motivation and second language acquisition(red. Z. Dörnyei i R. Schmidt). Honolulu, HI: University of Hawaii, Second Language Teaching and Curriculum Center, str. 93-125.

Ushioda, E. i Z. Dörnyei. 2012. „Motivation”. (w) The Routledge handbook of second language acquisition. (red. S. M. Gass i A. Mackey). New York: Routledge, str. 396-409.

Vygotsky, L. 1978. Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Waninge, F., Z. Dörnyei i K. de Bot. 2014. „Motivational dynamics in language learning: Change, stability and context”. Modern Language Journal, 98: 704-723.

Williams, M. i R. Burden, R. 1997. Psychology for language teachers. Cambridge: Cambridge University Press.