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Personality Factors
 

Personality Factors

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    Personality Factors Personality Factors Presentation Transcript

    • The Myers-Briggs Type Indicator (MBTI)  assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions.
    • He proposed the existence of two  dichotomous pairs of cognitive functions:  The quot;rationalquot; (judging) functions: thinking and feeling  The quot;irrationalquot; (perceiving) functions: sensing and intuition  Jung went on to suggest that these functions are expressed in either an introverted or extraverted form.
    • Myers-Briggs typology model regards personality type  as similar to left or right handedness. The MBTI sorts some of these psychological  differences into four opposite pairs, or quot;dichotomies,quot; with a resulting 16 possible psychological types. The 16 different types are often referred to by an  abbreviation of four letters, the initial letters of each of their four type preferences (except in the case of iNtuition, which uses N to distinguish it from Introversion). For instance: ESTJ - Extraversion, Sensing, Thinking, Judging  INFP - Introversion, iNtuition, Feeling, Perceiving 
    • They work hard in a  systematic way. They learn from They put attention to   reports of observable details. facts and Lack of clear  happenings. sequence, goals or They Prefer physical structure in the  Sense-based input. language.
    • They have the ability They learn from   to guess from the flashes of insight, using context. their imagination.  They structure their They grasp the general  own training, cocepts rather than conceptualizing and the details. model-building.  They can be hindered for inaccuracy and missing important details.
    • They learn from They have the ability   impersonal to analize. circumstances. Discipline.  And logical They can suffer from   sequences. performance anxiety because their self- steem is attached to achievement.
    • They learn from  They have the  personalized advantage of the circumstances and strong desire to bond logical with the teacher. consequences. They can become  discouraged if not appreciated, and disrupted by lack of interpersonal harmony.
    • Learns more They have the   effectevely by advantage of the reflection. sistematically working through a Analysis  task. Processes that  They suffer from involve closure  rigidity and intolerance of ambiguity.
    • They learn through They are open   negotiation Felxibility and  Feeling adaptability to  change Inductive process  that postpone New experiences  closure They may suffer from  laziness and inconsistent pacing over the long haul.
    • They value group They learn through   interaction and concrete classwork done with experiences other students. Contact with the  They are willing to outside world.  take conversational Relationship with  risks others They are dependent  son outside stimulation and interaction.
    • They learn in They have the ability   individual. to concentrate ont eh task at hand as Independent  well as their self situations that are sufficiency involved with ideas and concepts. They need to  process ideas before speaking that least to avoidance of linguistic risk-taking in conversation.
    • Id, ego and super-ego Id - contains the basic drives, it is focused on selfishness and instant self-gratification, produced by the conflict between biological impulses and social restraints. Ego - is the organized part of the personality structure which includes defensive, perceptual, intellectual- cognitive, and executive functions seeks to please the id’s drive in realistic ways, will benefit in the long term rather than bringing grief. Super-ego - aims for perfection, deals with spiritual goals, and criticizes and prohibits drives, fantasies, feelings, and actions, acts in a socially appropriate manner, controls our sense of right and wrong and guilt and helps us fit into society by getting us to act in socially acceptable ways
    • Inhibition High self-esteem resist threats Fragile ego prevent from being threatened or harmed Severe criticism leads to Inhibition; the teacher should create an environment that encourages students to use the language. Play guessing and communication games, role play and sing songs, use plenty of group work, laugh with your students, have them share their fears in small groups.
    • Risk-Taking A person with high self-esteem is not overcome by being laugh at and will try to express himself in another language despite the fact that he doesn’t now it will but he will succeed eventually. The teacher must encourage students to take some risks, value them as persons for those risk they take (praise students for making sincere efforts to try out a language), and tame those excessively risky. He should also use fluency exercises where errors are corrected at that time; give assignments to speak or write out a language.
    • Anxiety Debilitating Facilitative Trait Anxiety State anxiety Communication apprehension Fear of negative social evaluation Test anxiety