Cover not available
Part of
Cross-theoretical Explorations of Interlocutors and their Individual Differences
Edited by Laura Gurzynski-Weiss
[Language Learning & Language Teaching 53] 2020
► pp. 209–244

Chapter 9
The impact of learner perceptions of interlocutor individual differences on learner possible selves during a short-term experience abroad

| George Mason University

A dynamic shift in second language (L2) research (de Bot, 2015a) has revealed L2 motivation and learner self-concept as temporally dynamic and multidimensional traits that continually emerge in interaction with context (Mercer, 2016; Ushioda, 2015). However, interlocutors have received scant attention under a Complex Dynamic Systems Theoretical framework.

To bridge this gap, this study explores the dynamic interaction between learner selves (Dörnyei, 2009) and interlocutor individual differences (IDs) over a two-week experience abroad. A case study approach focused on three L2 learners and one heritage speaker who completed a daily interaction log, Likert-scale questionnaires targeting daily, weekly, and monthly changes in self-concept, and journal reflections focused on daily interactions in Spanish. Interlocutors (e.g., host families, teachers, Ecuadorian university students) completed a questionnaire tapping several IDs (e.g., language background). Results revealed fluctuation in learner perceptions of self, which interacted with their perceptions of interlocutor IDs.

Keywords: Complex Dynamic Systems Theory, dynamic interaction, L2 motivation, learner self-concept, study abroad
Article outline
  • Introduction
  • Background literature
    • CDST and learning context
    • Learner affective outcomes and interlocutors in study abroad settings
    • Context and the self as complex dynamic systems
    • The current study
  • Method
    • Participants
    • Focal learners
      • Focal learner 1: Julia
      • Focal learner 2: Leah
      • Focal learner 3: Jenna
      • Focal learner 4: Raquel
    • Learner perceptions of self: Quantitative measures
    • Learner perceptions of self: Qualitative measures
    • Study context
    • Study abroad interlocutors
  • Results
    • Patterns of change in learner perceptions of self
    • Factors affecting the perception and construction of self
  • Discussion
  • Conclusions and future directions
  • Notes
  • References
Published online: 21 January 2020
DOI logo
https://doi.org/10.1075/lllt.53.09ser
References
Beckner, C., Blythe, R., Bybee, J., Christiansen, M. H., Croft, W., Ellis, N. C., Schoenemann, T.
(2009) Language is a complex adaptive system: Position paper. Language Learning, 59, 1–26. DOI logoGoogle Scholar
Benson, P., Barkhuizen, G., Bodycott, P., & Brown, J.
(2012) Study abroad and the development of second language identities. Applied Linguistics Review, 3, 173–193. DOI logoGoogle Scholar
Coleman, J.
(2015) Social circles during residence abroad: What students do, and who with. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 33–52). Paris, France: The European Second Language Association.Google Scholar
Collentine, J., & Freed, B. F.
(2004) Learning context and its effects on second language acquisition. Studies in Second Language Acquisition, 26, 153–171. DOI logoGoogle Scholar
de Bot, K.
(2015a) A history of applied linguistics: From 1980 to the present. New York, NY: Routledge. DOI logoGoogle Scholar
(2015b) Rates of change: Timescales in second language development. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 29–37). Bristol, UK: Multilingual Matters.Google Scholar
DeKeyser, R. M.
(2007) Study abroad as foreign language practice. In R. DeKeyser (Ed.), Practice in a second language: Perspectives from applied linguistics and cognitive psychology (pp. 208–226). New York, NY: Cambridge University Press. DOI logoGoogle Scholar
Dietrich, A. J.
(2018) History and current trends in U.S. study abroad. In C. Sanz & A. Morales-Front (Eds.), The Routledge handbook of study abroad research and practice (pp. 545–558). New York, NY: Routledge. DOI logoGoogle Scholar
Dörnyei, Z.
(2005) The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
(2009) The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identities and the L2 self (pp. 9–42). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
(2010) The relationship between language aptitude and language learning motivation: Individual differences from a Dynamic Systems perspective. In E. Macaro (Ed.), Continuum companion to second language acquisition (pp. 247–267). London, UK: Continuum.Google Scholar
(2014) Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, 47(1), 80–91. DOI logoGoogle Scholar
Du, H.
(2015) American college students studying abroad in China: Language, identity, and self-presentation. Foreign Language Annals, 48, 250–266. DOI logoGoogle Scholar
Falout, J.
(2016) Past Selves: Emerging motivational guides across temporal contexts. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 47–65). Basingstoke, UK: Palgrave.Google Scholar
Freed, B. F.
(1995) What makes us think that students who study abroad become fluent? In B. Freed (Ed.), Second language acquisition in a study abroad context (pp. 123–148). Amsterdam, Netherlands: John Benjamins. DOI logoGoogle Scholar
Gass, S.
(1997) Input, interaction, and the second language learner. Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Gurzynski-Weiss, L.
(2016) Factors influencing Spanish instructors’ in-class feedback decisions. Modern Language Journal, 100, 255–275. DOI logoGoogle Scholar
(2017a) Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 4–15). Amsterdam, Netherlands: John Benjamins. DOI logoGoogle Scholar
(2017b) Instructor individual characteristics. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 451–467). New York, NY: Routledge. DOI logoGoogle Scholar
Gurzynski-Weiss, L., & Plonsky, L.
(2017) Look who’s interacting: A scoping review of research involving non-teacher/non-peer interlocutors. In L. Gurzynski-Weiss (Ed.), Expanding individual difference research in the interaction approach: Investigating learners, instructors, and other interlocutors (pp. 306–324). Amsterdam, Netherlands: John Benjamins. DOI logoGoogle Scholar
Gurzynski-Weiss, L.
this volume). Synthesizing cross-theoretical explorations of interlocutors and their individual differences. In L. Gurzynski-Weiss Ed. Cross-theoretical explorations of interlocutors and their individual differences pp. 247 266 Amsterdam, Netherlands John Benjamins
Henry, A.
(2015) The dynamics of possible selves. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 83–94). Bristol, UK: Multilingual Matters.Google Scholar
Higgins, E. T.
(1987) Self-discrepancy: A theory relating self and affect. Psychological Review, 94, 319–340. DOI logoGoogle Scholar
Hiver, P., & Al-Hoorie, A. H.
(2016) A dynamic ensemble for second language research: Putting Complexity Theory into practice. Modern Language Journal, 100, 741–756. DOI logoGoogle Scholar
Isabelli-García, C. L.
(2006) Study abroad social networks, motivation and attitudes: Implications for second language acquisition. In M. A. DuFon & E. Churchill (Eds.), Language learners in study abroad contexts (pp. 231–258). Clevedon, UK: Multilingual Matters. DOI logoGoogle Scholar
King, J.
(2016) The dynamic interplay between context and the language learner. Houndmills, UK: Palgrave MacMillan.Google Scholar
Kinginger, C.
(2008) Language learning in study abroad: Case histories of Americans in France. Modern Language Journal, 92. Monograph. DOI logoGoogle Scholar
(2009) Language learning and study abroad: A critical reading of research. Houndmills, UK: Palgrave Macmillan. DOI logoGoogle Scholar
Larsen-Freeman, D.
(1997) Chaos/complexity science and second language acquisition. Applied Linguistics, 18, 140–165. DOI logoGoogle Scholar
(2002) Language acquisition and language use from a chaos/complexity theory perspective. In C. Kramsch (Ed.), Language acquisition and language socialization (pp. 33–46). London, UK: Continuum.Google Scholar
(2012) Complex, dynamic systems: A new transdisciplinary theme for applied linguistics? Language Teaching, 45, 202–214. DOI logoGoogle Scholar
(2015) Ten lessons from CDST: What is on offer. In Z. Dörnyei, P. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 11–15). Bristol, UK: Multilingual Matters.Google Scholar
this volume). Complex systems, relations, and synchrony in interlocutor individual differences in second language development. In L. Gurzynski-Weiss Ed. Cross-theoretical explorations of interlocutors and their individual differences pp. 189 208 Amsterdam John Benjamins
Larsen-Freeman, D., & Cameron, L.
(2008a) Complex systems and applied linguistics. Oxford, UK: Oxford University Press.Google Scholar
(2008b) Research methodology on language development from a Complex Systems perspective. Modern Language Journal, 92, 200–213. DOI logoGoogle Scholar
Leeman, J.
(2004) Racializing language: A history of linguistic ideologies in the US Census. Journal of Language and Politics, 3, 507–534. DOI logoGoogle Scholar
Long, M. H.
(1996) The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of language acquisition (pp. 413–468). San Diego, CA: Academic Press.Google Scholar
Magnan, S. S., & Back, M.
(2007) Social interaction and linguistic gain during study abroad. Foreign Language Annals, 40, 43–61. DOI logoGoogle Scholar
Markus, H. R., & Nurius, P.
(1986) Possible selves. American Psychologist, 41, 954–969. DOI logoGoogle Scholar
Marijuan, S., & Sanz, C.
(2018) Expanding boundaries: Current and new directions in study abroad research and practice. Foreign Language Annals, 51(1), 185–204. DOI logoGoogle Scholar
McGregor, J.
(2016) “I thought that when I was in Germany, I would speak just German”: Language learning and desire in twenty-first century study abroad. L2 Journal, 8, 12–30. DOI logoGoogle Scholar
Mercer, S.
(2014) The self from a complexity perspective. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 160–176). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
(2015) Social network analysis and complex dynamic systems. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 73–83). Bristol, UK: Multilingual Matters.Google Scholar
(2016) The contexts within me: L2 self as a complex dynamic system. In J. King (Ed.), The dynamic interplay between context and the language learner (pp. 11–28). Houndmills, UK: Palgrave Macmillan.Google Scholar
Mitchell, R., Tracy-Ventura, N., & McManus, K.
(Eds.) (2015) Introduction. In R. Mitchell, N. Tracy-Ventura, & K. McManus (Eds.), Social interaction, identity and language learning during residence abroad (pp. 7–12). Amsterdam, Netherlands: The European Second Language Association.Google Scholar
Müller, M., & Schmenk, B.
(2017) Narrating the sound of self: The role of pronunciation in learners’ self-construction in study-abroad contexts. International Journal of Applied Linguistics, 27, 132–151. DOI logoGoogle Scholar
Muñoz, C.
(Ed.) (2012) Intensive exposure experiences in second language learning. Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
Norton, B.
(2000) Identity and language learning: Extending the conversation (2nd ed.). Harlow, UK: Longman.Google Scholar
O’Brien, I., Segalowitz, N., Freed, B., & Collentine, J.
(2007) Phonological memory predicts second language oral fluency gains in adults. SSLA, 29, 557–582.Google Scholar
Pellegrino, V. A.
(2005) Study abroad and second language use: Constructing the self. Cambridge, UK: Cambridge University Press. DOI logoGoogle Scholar
Philp, J., & Gurzynski-Weiss, L.
this volume). On the role of the interlocutor in second language development: A cognitive-interactionist perspective. In L. Gurzynski-Weiss Ed. Cross-theoretical explorations of interlocutors and their individual differences pp. 19 50 Amsterdam, Netherlands John Benjamins
Polanyi, L.
(1995) Language learning and living abroad: Stories from the field. In B. F. Freed (Ed.), Second language acquisition in a study abroad context (pp. 271–291). Amsterdam, Netherlands: John Benjamins. DOI logoGoogle Scholar
Sanz, C., & Morales-Front, A.
(2018) Introduction. In C. Sanz & A. Morales-Front (Eds.), The Routledge Handbook of Study Abroad Research and Practice. New York, NY: Routledge. DOI logoGoogle Scholar
Serafini, E. J.
(2017) Exploring the dynamic long-term interaction between cognitive and psychosocial resources in adult second language development at varying proficiency. Modern Language Journal, 101, 369–390. DOI logoGoogle Scholar
Shiri, S.
(2015) Intercultural communicative competence development during and after language study abroad: Insights from Arabic. Foreign Language Annals, 48, 541–569. DOI logoGoogle Scholar
Spoelman, M., & Verspoor, M.
(2010) Dynamic patterns in development of accuracy and complexity: A longitudinal case study in the acquisition of Finnish. Applied Linguistics, 31, 532–553. DOI logoGoogle Scholar
Trofimovich, P., & Kennedy, S.
(2014) Interactive alignment between bilingual interlocutors: Evidence from two information-exchange tasks. Bilingualism: Language and Cognition, 17(4), 822–836. DOI logoGoogle Scholar
Ushioda, E.
(2009) A person-in-context relational view of emergent motivation, self and identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity, and the L2 self (pp. 215–28). Bristol, UK: Multilingual Matters. DOI logoGoogle Scholar
(2011) Language learning motivation, self, and identity: Current theoretical perspectives. Computer Assisted Language Learning, 24, 199–210. DOI logoGoogle Scholar
(2015) Context and Complex Dynamic Systems Theory. In Z. Dörnyei, P. D. MacIntyre, and A. Henry (Eds.), Motivational dynamics in language learning (pp. 47–54). Bristol, UK: Multilingual Matters.Google Scholar
Van Dijk, M., Verspoor, M., & Lowie, W.
(2011) A dynamic approach to second language development: Methods and techniques. In M. Verspoor, K. de Bot, & W. Lowie (Eds.), A dynamic approach to second language development: Methods and techniques, (p. 55–84). Amsterdam, Netherlands: John Benjamins. DOI logoGoogle Scholar
van Geert, P. L. C.
(1994) Dynamic systems of development: Change between complexity and chaos. New York, NY: Harvester Wheatsheaf.Google Scholar
Waninge, F., Dörnyei, Z., & de Bot, K.
(2014) Motivational dynamics in language learning: Change, stability, and context. Modern Language Journal, 98, 704–723. DOI logoGoogle Scholar
Cited by

Cited by 3 other publications

Gurzynski-Weiss, Laura & YouJin Kim
2022. Chapter 1. Getting started. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3], ► pp. 3 ff. DOI logo
Gurzynski-Weiss, Laura & YouJin Kim
2022. Chapter 6. Unique considerations for ISLA research across approaches. In Instructed Second Language Acquisition Research Methods [Research Methods in Applied Linguistics, 3], ► pp. 125 ff. DOI logo
Henry, Alastair, Cecilia Thorsen & Peter D. MacIntyre
2021. Willingness to communicate in a multilingual context: part one, a time-serial study of developmental dynamics. Journal of Multilingual and Multicultural Development ► pp. 1 ff. DOI logo

This list is based on CrossRef data as of 10 may 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.