By Zoltán Dörnyei
Creation: Definition, short background, and taxonomy of person modifications. -- character, temperament, and temper. -- Language flair. -- Motivation and 'self-motivation' -- studying kinds and cognitive types. -- Language studying concepts and scholar self-regulation. -- different learner features
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Additional info for The psychology of the language learner : individual differences in second language acquisition
The other side of the coin is, however, that reliable instruments that appear to tap into some psychological construct can subsequently be used to define the content and the boundaries of the construct in question. This has been, for example, the dominant route in intelligence research: By submitting various intelligence test scores to complex multivariate statistical analyses, researchers were able to specify a number of underlying cognitive abilities (cf. Carroll 1993), and this is exactly the route that Carroll (1973, 1981) and Pimsleur (1966) took to distil the constituents of the theoretical construct of language aptitude.
201). We should note, however, that by accepting this conclusion we are closing a historical circle: First there was an amplitude of mixed, often narrowly defined traits; then some broad secondary dimensions, or ‘supertraits,’ were identified; and now these broad dimensions may be found lacking. No wonder that Matthews (1999) concludes that “Deciding whether to work with broader or narrower traits is a perennial problem for personality psychology” (p. 268). Myers-Briggs Type Indicator (MBTI) Humans have for thousands of years been characterized according to some basic types, not only by ordinary people but also by scholars.
3. 1. The Modern Language Aptitude Test (MLAT) The MLAT is a paper-and-pencil test battery, composed of five parts. Its administration takes about 60-70 minutes. The standardization of the administration is insured by the use of recorded material that includes the instructions and the phonetic material for certain parts (Parts 1 and 2). The five constituent sections are as follows: 1. Number Learning: Subjects hear some numbers in a new language (only numbers 1-4, 10-40 and 100-400), and are provided with some auditory practice to learn them.
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