Psychology in language learning: New directions in theory, research and practice

Transcription

1 Psychology in language learning: New directions in theory, research and practice Stephen Ryan, Senshu University Kay Irie, Gakushuin University

2 Outline Why do language teachers need to know about psychology? Review conventional understandings of language learner psychology Look at new theoretical approaches Introduce a new approach to researching Consider classroom applications of this approach

3 Psychology in language learning Conventional conceptions of learner psychology The individual differences paradigm Characterised by a scientific approach in which learner psychology consists of a number of discrete, measurable, modular components.

4 Openness Attributions Conscientiousness Personality Aptitude Anxiety Introversion Tolerance of Ambiguity Motivation Styles Beliefs Strategies

5 But... People do the strangest things People often react to events in unexpected ways. Look at the following list of episodes that may happen to a language learner. How do you think they may affect the learnerʼs approaches to language learning? getting a surprisingly high score on an important test getting a disappointingly low score on an important test falling in love with a speaker of the target language breaking up after a serious relationship with a speaker of the target language being praised by a language teacher for excellent pronunciation

6 Challenging the scientific approach We are not doing science, we are doing the difficult stuff. Science was developed for the physical world. We deal with the symbolic world of abstract conceptualizations such as motivation, intention, goals, rewards, wishes, imagined futures. So we don t do science; we explore phenomena of interest. (Schumann, cited in Dörnyei & Ryan, 2015)

7 Psychology in language learning Complex dynamic perspectives Understanding unpredictability not eliminating it Contingencies, not cause and effect

8 An integrated framework Dispositional Traits! Broad individual differences that tend to be stable over time and across situations Human nature! A general template shaped by genetic and biological factors Life Narrative A person's interpretation of who they are in the form of an ongoing story Language Learner Narrative The part of an individual's narrative identity connected to foreign language learning and use Characteristic Adaptations! Influenced by both characteristic traits and situational demands, including motivation, goals, strategies and learning styles Learning Situation! Includes learning tasks, social roles and groups Cultural Parameters! Cultural values and practices shaping the formation of personal narratives Dörnyei & Ryan, 2015

9 How do we understand the minds of learners? Quantitative (Psychometric) Approach Individual differences paradigm Discrete, measurable variables Generalizability Qualitative Approach Social/situated/complex/dynamic perspectives on language learning Emergent themes Transferability

10 Introducing Q Methodology What is Q methodology? What is it for? How do you do it? What does it look like? What s so special about Q? As a research tool to capture the learners current feelings and viewpoints on a topic holistically As an ethically and pedagogically sound approach for classroom research

11 Q Methodology: What is it for? A hybrid, systematic, yet holistic approach to the study of subjectivity A sample of ideas on the topic Individual s current views Comparison of the views Understanding the shared views William Stephenson

12 How do you do it? 5 Steps in Q Methodology 1. Defining the topic: Research question 2. Sampling the ideas on the topic: Q-set (statements) 3. Collecting the views on the topic: Q-sort (+Interview) 4. Comparing the views: By-person factor analysis 5. Understanding the shared views: Description

13 What does a Q sort look like?

14 What does the description look like? <I'm interested but English is not my thing> The L2 self identified by Factor 1 is characterized by two conflicting attributes. On the one hand, those who share this view hold a desire to live overseas and are enjoying films and TV programs in English, and even consider English as part of their everyday life....for them, the ultimate goal of language learning is to become like a native speaker. On the other hand, when they turn their thoughts to their future, it is very difficult for them to imagine themselves as effective and comfortable users of English... Therefore, it is unlikely that they will continue to study English once they graduate university.

15 What s so special about Q? As a research tool to holistically capture individuals feelings and viewpoints. 1. Sampling the universe of concepts and ideas about the topic 2. All items in relation to the person s current view 3. Comparing views (not comparing items) 4. Interpret and experience the view

16 And also... As an ethically and pedagogically sound approach for classroom research Involvement of the students as both co-researchers and participants/learners Reflection and awareness-raising Community-building

17 Sampling the ideas 1. My goal for learning English is to travel abroad with confidence. 16. I want to learn a way to to sustain a conversation. 26. I feel sad when I speak English because I can't say what I want to say. 42. I read easy books in English to improve my English.

18 Conventional Questionnaire 1. My goal for learning English is to travel abroad with confidence. Strongly agree Agree neutral Disagree Strongly disagree I want to learn a way to continue conversations. Strongly agree Agree neutral Disagree Strongly disagree I feel sad when I speak English because I can't say what I want to say. Strongly agree Agree neutral Disagree Strongly disagree

19 Q-sort My goal for learning English is to travel abroad with confidence.

20 Q-sort I want to be able to sustain a conversation.

21 Q-sort I feel sad when I speak English because I can't say what I want to say.

22 Q-sort

23 Comparing and Sharing

24 Students Comments I was able to think by sorting each item. It helps me to read all items carefully. It takes time to read and think about each item. It was interesting to learn other people s ideas. It feels like I learned what is and what is not important for me. I can see myself objectively. You learn how you think (about language learning). It was interesting!

25 HOW DO YOU WANT TO USE Q?

26 Cooker, L., & Nix, M. (2011). On Q: An appropriate methodology for researching autonomy? (Part 2). Learning Learning, 18(1), Retrieved from toc.html Dörnyei. Z., (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. Dörnyei. Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge. Irie, K., (2014). Q methodology for post-social-turn research in SLA. Studies in Second Language Learning and Teaching, 4 (1), Irie, K., & Ryan, S. (2015). Study abroad and the dynamics of change in learner L2 selfconcept. In Z. Dörnyei, P. MacIntyre, & A. Henry (eds.), Motivational Dynamics in Language Learning, (pp ). Multilingual Matters. Irie, K., & Ryan, S. (2015). Identifying Patterns of Changes in Self-Perception: Q Methodology. SAGE Research Methods Cases. DOI: Pemberton, R., & Cooker, L. (2012). Self-directed learning: Concepts, practice, and a novel research methodology. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory, and practice (pp ). Basingstoke: Palgrave Macmillan. Williams, M., Mercer, S., & Ryan, S. (2015). Exploring psychology for language teachers. Oxford: Oxford University Press. Website: Q methodology: A method for modern research