Words of Experience: Semantic Content Analysis and Individual Differences among Successful Second Language Learners

摘要: Individual differences (IDs) in second language (L2) learning have traditionally been studied as separate, isolated variables (Dornyei, 2005), but this reductionist approach has led to a fragmented and inconclusive understanding of how IDs influence L2 learning. The present study takes different by starting at the level experience identifying most basic between learners. To do this, new methodology is introduced. Participants are 123 matriculated non-native English speaking students two urban universities South. First, learners were interviewed following strict interview protocol which ensured that all received same input setting. Next, interviews analyzed using Linguistic Inquiry Word Count software (Pennebaker, Booth, & Francis, 2007), provides quantitative output showing types frequency psychosocial words each learner produced. These semantic categories then formed basis cluster analysis identified groups who use similar categories. Learners tend describe their assumed share grouped together into profiles. Results show these participants can be three successful experiences: Doing, Thinking, Feeling. An ANOVA follow-up ad hoc statistical tests reveal significant admissions TOEFL scores among students, suggesting differently fact differential performance. Qualitative transcripts further suggests family plays an important role scores, may change ways over time. Based on results study, Experience Model Social Differences proposed accounts for life importance, effort, ability, experience. Implications model discussed, along with suggestions future research, teaching, INDEX WORDS: Second acquisition; learners; differences; interview; TOEFL; Semantic content WORDS OF EXPERIENCE: SEMANTIC CONTENT ANALYSIS AND INDIVIDUAL DIFFERENCES AMONG SUCCESSFUL SECOND LANGUAGE LEARNERS