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

Stephen Ryan, Senshu University <ryan@isc.senshu-u.ac.jp> Kay Irie, Gakushuin University <kay.irie@gakushuin.ac.jp>

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

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.

Motivation

Openness

Beliefs

Aptitude

Personality

Attributions

Introversion

Tolerance of Ambiguity

ConscientiousnessAnxiety

Strategies

Styles

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

But ... People do the strangest things

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)

Challenging the scientific approach

Psychology in language learning

• Complex dynamic perspectives

• Understanding unpredictability not eliminating it

• Contingencies, not cause and effect

Life Narrative

Cultural Parameters!Cultural values and practices shaping the formation of personal narratives

Language Learner Narrative Learning Situation!Includes learning tasks, social roles and groups

Human nature!A general template shaped by genetic and biological factors

Characteristic Adaptations!Influenced by both characteristic traits and situational demands, including motivation, goals, strategies and learning styles

The part of an individual's narrative identity connected to foreign language learning and use

A person's interpretation of who they are in the form of an ongoing story

Dispositional Traits!Broad individual differences that tend to be stable over time and across situations

An integrated framework

Dörnyei & Ryan, 2015

How do we understand the minds of learners?

•Qualitative Approach✓Social/situated/complex/dynamic perspectives on language learning✓Emergent themes✓Transferability

•Quantitative (Psychometric) Approach ✓Individual differences paradigm ✓Discrete, measurable variables✓Generalizability

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

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

How do you do it?5 Steps in Q Methodology

1. Defining the topic: Research question2. 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 analysis5. Understanding the shared views: Description

What does a Q sort look like?

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.

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 view3. Comparing views (not comparing items)4. Interpret and experience the view

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

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.

Conventional Questionnaire

16. I want to learn a way to continue conversations.Strongly agree Agree neutral Disagree Strongly disagree

5 4 3 2 1

26. I feel sad when I speak English because I can't say what I want to say.Strongly agree Agree neutral Disagree Strongly disagree

5 4 3 2 1

1. My goal for learning English is to travel abroad with confidence.Strongly agree Agree neutral Disagree　Strongly disagree

5 4 3 　2 1

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

1. My goal for learning English is to travel

abroad with confidence.

1

Q-sort

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

1

16. I want to be able to sustain a conversation.

16

Q-sort

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

1 16

26. I feel sad when I speak English because I can't say what I want to

say.

26

Q-sort

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

34 50 48 31 36 28 9 18 1 47 16

46 44 45 6 40 8 21 32 19 10 14

37 43 25 33 5 7 11 4 23

41 49 35 20 12 15 2

30 27 17 3 29

22 42 39

38 13 26

24

Q-sort

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

42 50 48 9 36 28 26 18 32 47 34

46 44 45 31 40 8 21 6 19 10 14

37 43 25 33 5 7 11 4 23

41 49 35 20 12 15 2

30 27 17 3 29

22 16 39

38 13 1

24

-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

25 28 24 5 11 10 44 50 3 7 6

36 39 45 21 16 33 47 30 19 13 19

46 48 22 31 42 12 14 2 1

49 23 38 37 40 20 26

35 18 43 34 27

32 4 8

41 15 17

29

Comparing and Sharing

“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!”

Students’ Comments

HOW DO YOU WANT TO USE Q?

Cooker, L., & Nix, M. (2011). On Q: An appropriate methodology for researching autonomy? (Part 2). Learning Learning, 18(1), 31-38. Retrieved from http://ld-sig.org/LL/18one/18-1toc.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), 13-32.

Irie, K., & Ryan, S. (2015). Study abroad and the dynamics of change in learner L2 self-concept. In Z. Dörnyei, P. MacIntyre, & A. Henry (eds.), Motivational Dynamics in Language Learning, (pp. 343-367). Multilingual Matters.

Irie, K., & Ryan, S. (2015). Identifying Patterns of Changes in Self-Perception: Q Methodology. SAGE Research Methods Cases.

DOI: http://dx.doi.org/10.4135/978144627305014556079

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. 305-327). 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

http://qmethod.org/