We pay a heavy price for our fear of failure. It is a powerful obstacle to growth. It assures the progressive narrowing of the personality and prevents exploration and experimentation. There is no learning without some difficulty and fumbling. If you want to keep on learning, you must keep on risking failure – all your life. John William Gardner

I have been fascinated by the intersection of personality and foreign language learning for a long time. Especially given the fact that I am more of an introverted type, which I define according to the Myers-Briggs interpretation of the trait.

Anyway, I located the following article.  There are no real surprises, at least for seasoned foreign language teachers. While it talks more about the success of extroverts in foreign language learning, the article does make some useful points with respect to the implications of personality in the classroom.  

I think the ideal is to help more extroverted types adopt some introverted traits, and vice versa, since a combination of both lead to a more successful foreign language learning experience.  Drawing on my own personal experience as a foreign language learner, I was diligent and conscientious in my study and preparation.  I knew what needed to be said, and how one was to say it. However, I didn’t possess the extroverted qualities which would have given me the confidence to use the language, i.e. speak it.

I wasn’t able to upload the document; Squarespace has not figured out how to allow users to upload attachments.  So, I had to do a cut-and-paste.  

I have enabled comments for the first time. So, go for it.

 

外文学院2007—2008学年第（一）学期 

《第二语言习得》期末论文 

 

院系 外文学院  年级 2005级  姓名 张育平  学号20050201321  

 

The Effect of Personality on Second Language Speaking

 

Abstract: Individual students are different in personality, which influences language learning. Personality is one of the affective factors that are equally important for explaining different success among second language learners. Various personality traits have been thought to facilitate or inhibit second language learning: self-esteem, extroversion, introversion, reaction to anxiety, risk-taking, sensitivity to rejection, empathy, inhibition and tolerance of ambiguity. In While extroversion is to be willing to take conversational risks and it’s dependent on outside stimulation and interaction, introversion is about concentration and self-sufficiency. Introverts are usually passive and shun publicity. An Introvert is more concerned with the inner world of ideas and is more likely to be involved with solitary activities. (Alistair Sharp) Therefore, these two types of learners can have different edge in second language learning. They can make most of their strong points and learn from other’s strong points. Teachers, too, should have different teaching methods towards these two types’ language learners. This study is to find out the effect of extroversion and introversion on their second language speaking and provide more scientific methods for the teachers when they are dealing with these two kinds of learners.  

Key words: Extroversion; Introversion; Second Language Speaking 

 

Ⅰ.  Introduction

It is generally agreed that extroversion-introversion represents a continuum since individuals can be more or less extroverted, but it is still possible to define idealized types: extraverts are sociable, like parties, have many friends and need excitement; they are sensation-seekers and risk-takers, like practical jokes and are lively and active. Conversely introverts are quiet, prefer reading to meeting people, have few but close friends and usually avoid excitement.

Extroversion is to be willing to take conversational risks and it’s dependent on outside stimulation and interaction. Extroverts are more willing to take risks in oral practice and express themselves in public. Extroverted students usually learn foreign languages better because of their willingness to interact with others and because of their reduced inhibitions.

On the contrary, introversion is about concentration and self-sufficiency. Introverts are usually passive and shun publicity. An Introvert is more concerned with the inner world of ideas and is more likely to be involved with solitary activities. Introverted students may prefer individual activity and working in groups may be less successful, because of a reluctance to participate in speaking activities.

This study is to find out more specific details in the effects on second language speaking and to give some inspirations to teachers during their teaching so that they can better their teaching methods.

II. Literature Review

The concept of extroversion and introversion was firstly introduced into the field of learning by Jung. Afterward, a lot of applied psycho-linguists explored the relationship between extroversion-introversion and foreign language learning achievements and its effect on foreign language learning, with two major hypotheses regarding the relationship between extroversion-introversion and second language learning. The first is that extroverted learners will outperform their introverted counterparts in acquiring basic interpersonal communication skills. The second hypothesis is that introverted learners will do better at developing cognitive and academic language proficiency. However, both hypotheses didn’t get much support.

 According to Myers (1962), extroverts tend to prefer learning situations that afford interaction, while introverts tend to prefer small groups. A study conducted by Galvan and Fukada (1997/1998) found that students who were outgoing participated more than introverts.

According to Barrett and Connot (1986), introverted students are least involved in school activities and have lower academic achievement. As Carskadon (1978) states, extroverts generally produce more action with fewer thoughts whereas introverts produce numerous thoughts with little action.  (Paoli Lee)

 

Ⅲ.  The Effect of Personality on Speaking

Extroverts are generally more sociable and gregarious and enjoy change and excitement. As such, it is thought that extroverts will be more willing to communicate in the target language both in and outside the class, without worrying too much about whether they make mistakes or look foolish, they will be more responsive to the input they get, keener to try producing their own foreign language utterances, thus, having more opportunity to build up and test hypotheses about the language structure and more likely to be successful in communication. As a result, extroverts are more successful in speaking.

Introverted learners typically develop a fuller and more accurate understanding of the language structure and enjoy more academic success than the extroverts, through being to spend more time studying and practicing the forms of the language. As a result, introverted learners may not be as successful as extroverted learners.

In spoken language, Extraverts are perceived to talk louder and more fluently, but at times less accurately. Extraverts talk more with longer texts perceived to display greater dominance. Extravert language is more repetitious, especially in formal situations. They make a greater number of contributions, and they show a greater desire to communicate.

Learners can speak better when the language is practiced and, insofar as shy students may be less likely to practice it, they will attain less proficiency. Extroverts would be likely to maximize contact and quantity of input received; maximize interaction, assuming negotiating meaning through interaction is crucial; and maximize language output, assuming that the process of using language is important for development. (Yang)

 

Ⅳ. Tips for Teachers

No man ever looks at the world with pristine eyes. There’s no exception with teachers. Teachers tend to describe less successful students as those who are lack of self-confidence and as being timid, shy, careless, afraid to express themselves and nervous. Also, they view successful students as meticulous, mature, responsible, self-confident, extrovert, independent.

Actually, introverted students have some advantages when they are small-group. They can express their feelings very fluently and accurately. On this occasion, they are as competent in speaking as the extroverted learners.

Therefore, we can know that teachers should treat the students equally and develop a relaxing studying environment for all the students. Students are all promising as long as they are encouraged to speak out. For introverted learners, teachers should pay more attention to protect their esteem and encourage them to share their views with others in public. For extroverted learners, teachers can give them more chances and encourage them to show their abilities in public.

 

IV. Conclusion

Extroversion is to be willing to take conversational risks and it’s dependent on outside stimulation and interaction. Extroverts are more willing to take risks in oral practice and express themselves in public. Extroverted students usually learn foreign languages better because of their willingness to interact with others and because of their reduced inhibitions.

Introversion is about concentration and self-sufficiency. Introverts are usually passive and shun publicity. An Introvert is more concerned with the inner world of ideas and is more likely to be involved with solitary activities. Introverted students may prefer individual activity and working in groups may be less successful, because of a reluctance to participate in speaking activities.

To conclude, teachers should treat all the students equally and bear in mind that every learner can do well in speaking. If given enough opportunities and respect, every student can show their talent and potential in speaking a good second language.

 

References：

1. Alistair, Sharp. Language Learning and Awareness of Personality Type in Chinese Settings. [J]

2. Paoli Lee, Students’ Personality Type and Attitudes toward Classroom Participation. [J]. Los Angeles

3. Yang Min. Personality Factors in EFL. [J]. Zhejiang University