Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world
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Zoltán Dörnyei
Abstract
The complex dynamic systems turn in second language acquisition has raised several fundamental challenges to studying learner characteristics, because a systemic perception of mental functioning that is characterized by nonlinear relations undermines the traditional theoretical basis of individual differences as distinct and stable learner attributes. This being the case, how can we account for the widely observed learner differences? Based on McAdams and Pals’ (2006) personality construct, this chapter outlines a new, multi-layered model of learner characteristics which consists of a three-tiered framework: dispositional traits, characteristic adaptations, and integrative life narratives. The three levels of the construct treat learner variation in rather different ways, which is consistent with the intuitive belief that certain personality aspects are more entrenched than others. After describing the proposed framework, the chapter draws on anxiety research to illustrate the three types of system components and how they are compatible with the principles of Complexity Theory.
Abstract
The complex dynamic systems turn in second language acquisition has raised several fundamental challenges to studying learner characteristics, because a systemic perception of mental functioning that is characterized by nonlinear relations undermines the traditional theoretical basis of individual differences as distinct and stable learner attributes. This being the case, how can we account for the widely observed learner differences? Based on McAdams and Pals’ (2006) personality construct, this chapter outlines a new, multi-layered model of learner characteristics which consists of a three-tiered framework: dispositional traits, characteristic adaptations, and integrative life narratives. The three levels of the construct treat learner variation in rather different ways, which is consistent with the intuitive belief that certain personality aspects are more entrenched than others. After describing the proposed framework, the chapter draws on anxiety research to illustrate the three types of system components and how they are compatible with the principles of Complexity Theory.
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- List of figures xi
- List of tables xiii
- Acknowledgements xv
- Introduction 1
- Chapter 1. Complexity Theory 11
- Chapter 2. Complexity Theory and Dynamic Systems Theory 51
- Chapter 3. Neural complexity meets lexical complexity 59
- Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world 79
- Chapter 5. The emerging need for methods appropriate to study dynamic systems 97
- Chapter 6. Lost in state space? 123
- Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy 143
- Chapter 8. Language destabilization and (re-)learning from a Complexity Theory perspective 163
- Chapter 9. A neuropsycholinguistic approach to complexity 191
- Chapter 10. Energy conservation in SLA 209
- Index 233
Chapters in this book
- Prelim pages i
- Table of contents v
- List of contributors vii
- List of figures xi
- List of tables xiii
- Acknowledgements xv
- Introduction 1
- Chapter 1. Complexity Theory 11
- Chapter 2. Complexity Theory and Dynamic Systems Theory 51
- Chapter 3. Neural complexity meets lexical complexity 59
- Chapter 4. Conceptualizing learner characteristics in a complex, dynamic world 79
- Chapter 5. The emerging need for methods appropriate to study dynamic systems 97
- Chapter 6. Lost in state space? 123
- Chapter 7. Complex Dynamic Systems Theory and L2 pedagogy 143
- Chapter 8. Language destabilization and (re-)learning from a Complexity Theory perspective 163
- Chapter 9. A neuropsycholinguistic approach to complexity 191
- Chapter 10. Energy conservation in SLA 209
- Index 233
