ERIC Number: EJ1143160
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Exploring the Dynamic Long-Term Interaction between Cognitive and Psychosocial Resources in Adult Second Language Development at Varying Proficiency
Serafini, Ellen J.
Modern Language Journal, v101 n2 p369-390 Sum 2017
This study draws on conceptual and methodological insights afforded within a dynamic systems perspective to explore shifting interrelationships between cognitive capacity and motivational resources in instructed adult second language (L2) learners of Spanish at increasing proficiency. Relationships that emerged showed both stability and fluctuation over a semester of instruction and varied by learners' stage of development. Findings support previous calls to improve upon mainstream approaches to conceptualizing and investigating learner individual differences (IDs) by adopting a holistic, non modular view of the L2 developmental system in general and learner IDs in particular (e.g., Dörnyei, 2009b, 2010a]; Dörnyei & Ryan, 2015; Larsen-Freeman, 1997, 2001, 2015). To further align with DST principles (see Hiver & Al-Hoorie, 2016), future studies should endeavor to carry out longitudinal case studies with multiple data points in order to reveal intra-individual complexity in the group-level patterns seen here.
Descriptors: Correlation, Cognitive Ability, Motivation, Spanish, Second Language Learning, Adults, Language Proficiency, Second Language Instruction, Individual Differences, Psychological Patterns, Social Influences, Adult Learning
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Authoring Institution: N/A