Extroversion and Introversion as Factors Affecting Adult English-as-a-second-language Learners PDF Download

Author: David Augustine Baptiste
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 162

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Book Description
The purpose of this research is to investigate if there is a significant difference in literacy skills between Level-Two extroverts and introverts after three years of English instruction at the community-college level.

Author: Steve Kaufmann
Publisher: AuthorHouse
ISBN: 1420873296
Category : Linguistics
Languages : en
Pages : 142

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Book Description
The Way of The Linguist, A language learning odyssey. It is now a cliché that the world is a smaller place. We think nothing of jumping on a plane to travel to another country or continent. The most exotic locations are now destinations for mass tourism. Small business people are dealing across frontiers and language barriers like never before. The Internet brings different languages and cultures to our finger-tips. English, the hybrid language of an island at the western extremity of Europe seems to have an unrivalled position as an international medium of communication. But historically periods of cultural and economic domination have never lasted forever. Do we not lose something by relying on the wide spread use of English rather than discovering other languages and cultures? As citizens of this shrunken world, would we not be better off if we were able to speak a few languages other than our own? The answer is obviously yes. Certainly Steve Kaufmann thinks so, and in his busy life as a diplomat and businessman he managed to learn to speak nine languages fluently and observe first hand some of the dominant cultures of Europe and Asia. Why do not more people do the same? In his book The Way of The Linguist, A language learning odyssey, Steve offers some answers. Steve feels anyone can learn a language if they want to. He points out some of the obstacles that hold people back. Drawing on his adventures in Europe and Asia, as a student and businessman, he describes the rewards that come from knowing languages. He relates his evolution as a language learner, abroad and back in his native Canada and explains the kind of attitude that will enable others to achieve second language fluency. Many people have taken on the challenge of language learning but have been frustrated by their lack of success. This book offers detailed advice on the kind of study practices that will achieve language breakthroughs. Steve has developed a language learning system available online at: www.thelinguist.com.

Author: Natsumi Wakamoto
Publisher: Peter Lang
ISBN: 9783039115969
Category : Education
Languages : en
Pages : 174

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Book Description
This book explores how learners' personalities influence foreign language learning in Japan. In particular, this volume investigates three main research questions: What are the learning strategies generally employed by Japanese college students? What are the characteristic learning strategies of extroverts and introverts? Do extroversion and introversion have an impact on English listening proficiency? In the analysis carried out in the volume, both quantitative and qualitative research methods have been used. As regards the former, various types of questionnaires have been employed, measuring strategy use, personality characteristics, and English proficiency. As regards the latter, the strategies students use both in the classroom and in a tutorial learning situation have been observed, integrated with interviews with the students themselves regarding their use of learning strategies. In the last part of the book, the pedagogical implications of this study are examined with suggestions for both teachers and learners.

Author: Natsumi Wakamoto
Publisher:
ISBN: 9780494279366
Category : Cognitive styles
Languages : en
Pages : 458

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Book Description
This study pointed to the following results: (1) Japanese college students used communication and socio-affective strategies most often; (2) Es had the perception that they were using socio-affective strategies more frequently than were Is; (3) In the teacher-fronted phase in the classroom, neither the E nor the I students used socio-affective strategies; (4) In the group activities in the classroom, Es used socio-affective strategies more often to elicit more information from the instructor than did Is; (5) In the individual learning situation, while E (Miki) was more assertive in eliciting information from a native English speaker, I (Yuri) was more skillful in listening to the tape; and (6) The impact of E/I on listening proficiency in English could not be confirmed. This study was prompted by a question about individual differences among learners of English. I focused on learners' extroversion and introversion, to test my hypothesis that personality type is a key factor among Japanese people learning English in Japan. The three specific questions I explored in this research were: (1) What are the characteristic learner strategies of Japanese college students? (2) What are the characteristic learner strategies of extroverts (Es) and introverts (Is)? and (3) Do extroversion and introversion have an impact on English listening proficiency?The pedagogical implications of this study are that because Es' and Is' learner strategies differ, teachers need to be aware of these differences and introduce various types of activities so that both Es and Is can study appropriately and effectively. In the questionnaire phase of the study, I investigated the characteristics of 148 Japanese college students using four research instruments: the Strategy Inventory for Language Learning (SILL), the Myers-Briggs Type Indicator (MBTI) personality questionnaire, and the Test of English for International Communication (TOEIC) and the Comprehensive English Language Test (CELT) listening proficiency tests. I triangulated the results via observation of student strategy use in the classroom and in an individual learning situation. For both learning situations, a special focus was placed on observing and interviewing the most extroverted student (Miki) and the most introverted student (Yuri) regarding their use of learner strategies.

Author: Marianne Celce-Murcia
Publisher: Cambridge University Press
ISBN: 9780521406949
Category : Education
Languages : en
Pages : 470

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Book Description
This course includes an overview of current theory and practice. The paperback edition offers current and prospective teachers of English a comprehensive treatment of pronunciation pedagogy, drawing on current theory and practice. The text provides an overview of teaching issues from the perspective of different methodologies and second language acquisition research. It has a thorough grounding in the sound system of North American English, and contains insights into how this sound system intersects with listening, morphology, and spelling. It also contains diagnostic tools, assessment measures, and suggestions for syllabus design. Discussion questions encourage readers to draw on their personal language learning/teaching experiences as they assimilate the contents of each chapter. Follow-up exercises guide teachers in developing a range of classroom activities within a communicative framework.

Author: Rod Ellis
Publisher: Oxford University
ISBN: 9780194371896
Category : Foreign Language Study
Languages : en
Pages : 836

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Book Description
An up to date comprehensive introduction to second language acqusition research. Contains a general framework for the study of second language acquisition, provides a general description of learner language, accounts for the role of the linguistic environment, examines the learner's internal mechanisms, explores individual differences in language learning and reviews the expanding research on classroom second language acquisition.

Author: Norfazlika binti Abd. Karim
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 272

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Book Description
A few numbers of studies have been done in educational psychology concerning English as a Second Language (ESL) subject proficiency in relation to introversion - extroversion (INT - EXT) factors. However, quite a number of those studies reveal almost an unclear pattern of either negative or positive link between the two variables. Such beliefs that INT - EXT may help or hinder developing English as a second / foreign language skills may be only half-truth for some researchers but those beliefs undoubtedly provide the stimulus for systematic investigations. Having been provided with such a stimulus, the researcher investigated if INT - EXT factors are related to ESL subject proficiency. That is, an examination of correlation between INT - EXT factors of eighty-two bumiputera first year second semester diploma students of office management, mass communication and art and design major from the Universiti Teknologi MARA (UiTM) Melaka extensive program; Preparatory Course for MUET (BEL 260) and the two ESL subject proficiency groups; listening and speaking, controlling for gender and academic course. Data relevant to this study was collected through three instruments; the Student Information Questionnaire, Eysenck Personality Quiz (EPQ) and UiTM Standardized Listening and Speaking Proficiency Tests. The major result obtained by the researcher showed that no statistically significant predictive relationship existed between personality type and ESL subject proficiency. However, the other results of running a one-way ANOVA showed statistically significant mean differences between: 1) academic course and INT - EXT and 2) academic course and speaking proficiency. In sum, the data of the present study suggests that the academic and intellectual problems dealing with whether (and to what extent) relationships between personality and proficiency within an ESL framework exist are certainly not closed. Indeed, the aforementioned results indicate a need for future research which more closely examines the relationship between INT - EXT and ESL subject proficiency.

Author: Diane Larsen-Freeman
Publisher: Routledge
ISBN: 1317869230
Category : Language Arts & Disciplines
Languages : en
Pages : 387

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Book Description
Understanding how people learn and fail to learn second and foreign languages is increasingly recognised as a critical social and psycholinguistic issue. Second languages are vitally important to diverse groups of people, ranging from refugees to college students facing foreign language requirements. This book provides a synthesis of empirical findings on second and foreign language learning by children and adults, emphasising the design and execution of appropriate research.

Author: Vivian Cook
Publisher: Routledge
ISBN: 1134683227
Category : Language Arts & Disciplines
Languages : en
Pages : 345

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Book Description
Second Language Learning and Language Teaching provides an introduction to the application of second language acquisition research to language teaching. Assuming no previous background in second language acquisition or language teaching methods, this text starts by introducing readers to the basic issues of second language acquisition research. It then examines how people learn particular aspects of the second language, such as grammar, vocabulary, pronunciation and the writing system, and at the strategies they adopt in their learning and the differences between individuals. Final chapters look at second language learning in a broader context – the goals of language teaching and how teaching methods relate to SLA research. This newly updated fifth edition builds on the comprehensive scope of earlier editions while also addressing more recent developments in the field, particularly multilingual approaches to language teaching.

Author: William K. Lawrence
Publisher: Cambridge Scholars Publishing
ISBN: 1443881481
Category : Education
Languages : en
Pages : 120

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Book Description
How does an introverted student with a visual or auditory learning preference find success in a classroom built for extroverted kinesthetic learners? While student discussion in the classroom is invaluable, it also presents an issue for many students, not only in how they feel in the class setting, but in how they ultimately learn. Given the emerging understanding of differing personality types and learning preference, it is questionable whether all students are served by socially active methods that mandate students to speak. Learning and Personality documents how introverted and intrapersonal students are being subjected to uncomfortable situations in schools today. This book focuses on the classroom experience of students who have been identified as learning best through reflection and observation. The author uses an American college writing class as the setting to explore the in-depth experience of common first year students. The results of this primary qualitative study reveal a glaring conflict within mainstream educational theory. With more than five years of research and over one hundred references cited from sources that span two centuries, this book calls attention to a mass misunderstanding of introversion, as well as the effects of instructional methods that appeal to only one type of personality.