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SECOND LANGUAGE ACQUISITION, . - Coggle Diagram
SECOND LANGUAGE ACQUISITION
ARTICLE1
aim/ focus:
to illustrate and summarize the relationship between personality and second language acquisition
introduction
SLA is defined as the learning and adopting of a language that is not your native language
for 2nd language learner, ensure to make maximum progress with own learning styles, individual differences must be recognized and attended to
some features of the learners' personality might encourage or inhibit second language learning
key point
1. Definitios of extrversion & introversion
extrovert
: a person more interested in what is happening around him than in his-own thoughts and emotions
would more than just likely find someone to help if the problem were to come about
experiences the world more through contact with others and shared experience than through self examination or study.
introvert
: a person who is more interested in his own thoughts and feelings than in things outside himself
often shy and unwilling to speak or join in activities with others.
person might open a book or pace back and forth to come to a solution if the same problem were about to arise
introvert tends to remain "in" oneself
2. The relationship between extroversion & introversion and second language acquisition
Social factor impeding language development is the issue of extraverts versus introverts.
Studies have shown that extraverts (or unreserved and outgoing people) acquire a second language better than introverts (or shy people)
This could reflect extroversion, self-confidence, and/or satisfaction with the learning situation, as well as general anxiety level.
Those who avoided interaction were typically quiet, reserved people, (or introverts). Therefore, if teachers correct mistakes and further embarrass shy students, it may isolate students even more.
3. The development of personality
seems also important for second language learners to develop personality.
Some hereditary factors that contribute to personality development do so but some potential environmental influences that help to shape personality.
try to be extrovert while study a second language.
4. Implication for teaching second language
teachers’ teaching methodology should be adapted to the individual differences in personality, in order to enhance the progress for the second language learners.
for different learners respond differently to the same input as a function of the ways in which their personality affects their perception and interpretation of the world
when users control their learning environment, they can intuitively select the options best suited for their learning style preferences.
ARTICLE 2
(Personality in Second Language
Acquisition)
Aim / focus
Certain stable and distinctive personality traits may be linked to success in second language acquisition (SLA)
the personality variables of language learners interact with a complex and dynamic socio-educational context, which means that it becomes very difficult to disentangle the effect of personality among a multitude of cognitive, social, and situational factors that contribute to SLA and L2 production
Taxonomies of personality traits
H. J. and M. W. Eysenck’s “Giant Three”
Neuroticism versus Emotional
Psychoticism versus Tender-Mindedness
Extraversion versus Introversion
Stability
“Big-Five construct.”
Extraversion versus Introversion
Stability
Neuroticism versus Emotional
Conscientiousness
Agreeableness
Openness-to-Experience.
Intro
Personality inventories rely on self-report from participants who have to indicate whether, or to what extent, they agree that a particular statement applies to them.
There are more people situated in the middle of a personality dimension than at the extremes. This means, for example, that there are more “ambiverts” than either extraverts or introverts
the SLA research linked to personality traits
Extraversion
studies that have correlated extraversion scores with oral fluency measures do report significant effects
the expectation being that the more talkative, extravert learners would have a natural advantage in the acquisition of the L2 compared to their more introverted peers.
Extraverts tend to prefer social strategies, like cooperation with others or asking for clarification, and also use more functional practice strategies like seeking opportunities to use a foreign language outside the class environment
Extraversion positively linked to the feeling of difference in the L2 as well as to the amount of L2 usage.
Neuroticism
People who score high on Neuroticism (N) are prone to psychological distress, unrealistic ideas, excessive cravings or urges, and maladaptive coping responses.
High-N foreign-language students seem to perform better in oral examination task and written tests
There also appears to be a negative correlation
between Neuroticism and diffi culties in expressing emotions in both the L1 and the L2
Psychoticism
People scoring high on Psychoticism “tend to be hostile, cold, aggressive, and have poor interpersonal relations”
high-P Flemish learners of English L3 suffered less from foreign-language anxiety in English than low-P participants.
The effect of psychoticism on language grades was limited: High-P scorers tended to have lower grades in French L2, but not in L1, L3, or L4
Conscientiousness
Conscientiousness refers to the degree of organization, persistence, and motivation in
goal-directed behavior.
Wilson (2008) reported that British students studying French L2 who scored higher on Conscientiousness were more likely to complete the course successfully
She describes them as being merciless with themselves, always trying to improve their competence and mastery of the target language.
They have a penchant for analysis, love relatively
fi ne distinctions, and strive to be precise in their use of words, expressions, and grammar.
Openness-to-Experience
Openness-to-Experience refl ects proactive seeking and appreciation of experience for its
own sake, toleration for and exploration of the unfamiliar.
Verhoeven and Vermeer (2002) found that Openness-to-Experience linked to the development of basic organizational skills involving lexical, syntactic, discourse, and functional abilities, the acquisition of pragmatic skills, and the development of monitoring strategies among young L2 learners in the Netherlands.
Agreeableness
Agreeableness assesses the quality of one’s interpersonal orientation along a continuum
from compassion to antagonism in thoughts, feelings, and actions.
Polish L2 users in the UK and Ireland who scored high on Agreeableness were also signifi cantly more likely to feel different when using their L2, possibly because they noticed changes in their own facial and other nonverbal expressions while speaking in the L2
Creativity
Creative fluency was positively correlated with the quantity of talk but originality was negatively correlated with the quantity of talk, and positive correlations were found between originality and the complexity of narratives
Self-Efficacy
Self-effi cacy is a psychological construct that could infl uence motivation.
learners with higher levels of self-efficacy attributed their test results to more internal and personal control factors than those who reported lower self-efficacy levels.
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