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

• Characterisedby a ‘scientific’ approach in which learner

psychology consists of a number of discrete, measurable,
modular components.
 Openness Attributions

Anxiety
Conscientiousness
Aptitude
Personality
Introversion
Beliefs
Motivation
Styles
Tolerance of
Ambiguity Strategies
But ... People do the strangest things

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
Challenging the scientific approach

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)

Psychology in language learning

• Complex dynamic perspectives

• Understanding unpredictability not eliminating it

• Contingencies, not cause and effect

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

Characteristic Adaptations!
Influenced by both characteristic
traits and situational demands,
including motivation, goals,
Life Narrative strategies and learning styles
A person's
interpretation of
who they are in
the form of an Language Learner Narrative Learning Situation!
Human nature! ongoing story The part of an Includes learning
A general template shaped individual's narrative tasks, social roles and
by genetic and biological identity connected to groups
factors foreign language
learning and use

Cultural Parameters!
Cultural values and
practices shaping the
formation of personal
narratives
Dörnyei & Ryan, 2015
How do we understand the
minds of learners?
• Quantitative (Psychometric) Approach
✓Individual differences paradigm
✓Discrete, measurable variables
✓Generalizability

• Qualitative Approach
✓Social/situated/complex/dynamic perspectives on
language learning
✓Emergent themes
✓Transferability
 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 question
2. 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 analysis
5. 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 view
3. 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
1. My goal for learning English is to travel abroad with confidence.
Strongly agree Agree neutral Disagree Strongly disagree
5

4
3

 2

1

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

1. My goal for learning

English is to travel
abroad with confidence.
 Q-sort
-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

1 16

16. I want to be able to

sustain a conversation.
 Q-sort
-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

26 1 16

26. I feel sad when I

speak English because I
can't say what I want to
say.
 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
 Comparing and Sharing
-5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5

42 50 48 9 36 28 26 18 32 47 34 25 28 24 5 11 10 44 50 3 7 6

46 44 45 31 40 8 21 6 19 10 14 36 39 45 21 16 33 47 30 19 13 19

37 43 25 33 5 7 11 4 23 46 48 22 31 42 12 14 2 1

41 49 35 20 12 15 2 49 23 38 37 40 20 26

30 27 17 3 29 35 18 43 34 27

22 16 39 32 4 8

38 13 1 41 15 17

24 29
 Students’ Comments
“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!”
 HOW DO YOU
WANT TO USE Q?
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DOI: http://dx.doi.org/10.4135/978144627305014556079
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Website: Q methodology: A method for modern research
http://qmethod.org/