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In:Complexity Theory and Language Development: In celebration of Diane Larsen-Freeman
Edited by Lourdes Ortega and ZhaoHong Han
[Language Learning & Language Teaching 48] 2017
► pp. 79–96

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Chapter 4
Conceptualizing learner characteristics in a complex, dynamic world

 | University of Nottingham
Published online: 1 November 2017
DOI logo with link
https://doi.org/10.1075/lllt.48.05dor
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.
Article outline
  • Introduction
  • The traditional conception of individual differences
  • Challenges to the “individual difference myth”
  • The dawn of a new era
  • McAdams’s model of personality: The New Big Five
  • Dörnyei and Ryan’s adaptation of McAdams’s model to SLA
    • Narrative identity
    • Understanding language learner characteristics within the system
  • Conclusion: Learner characteristics in a complex, dynamic world
  • Acknowledgements
  • References
References (39)
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