Language learning strategy and personality variables focusing on extroversion and introversion


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Language learning strategy and personality variables focusing on extroversion and introversion

  1. 1. Language learning strategy andpersonality variables: Focusing on extroversion and Introversion Natsumi Wakamoto E Presenter: Minyeh Tsai I Instructor: Dr. Teresa Hsu Mar. 11, 2013
  2. 2. CitationWakamoto, N. (2000). Language learning strategyand personality variables:Focusing on extroversion and introversion. IRAL:International Review of Applied Linguistics inLanguage Teaching, 38(1), 71-81. 2
  3. 3. Table of contents I. Introduction II. Literature Review III. Methodology IV. Results and Discussion V. Conclusion 3
  4. 4. Introduction 4
  5. 5. IntroductionIn Japan where English is learned as a foreignlanguage (EFL), with large classes of fortystudents and only one teacher, its quite difficultfor teachers to take learners individual factors orlearning strategies into consideration. 5
  6. 6. PurposeTo determine differences in strategy use betweenextroverted learners and introverted learners; thatis to identify the LLS (language learning strategy)most typically used by extroverted learners andintroverted learners. 6
  7. 7. Literature review 7
  8. 8. Literature ReviewExtroversion or Introversion is a widelyacknowledged concept, and it seems that one canjudge whether ones own personality isintroverted or extroverted.(Wakamoto, 2000) 8
  9. 9. Literature ReviewAccording to Sakano, extroversion andIntroversion coexist in every person, but in adifferent ratio and people are judged relativelyextroverted or introverted. (Sakano, 1990) 9
  10. 10. Literature Review Functional practice strategies Extroverts Social strategies Functional practice strategies: Seeking practice opportunities outside class Introverts Learning aloneExtroverts prefer Socialstrategies and functional practice social strategies:Cooperatingthe other hand, or askingpreferclarificationstrategies. On with others introverts for learning alonebest, avoiding social contact and surprise, and thus theirstrategies clearly contrast with those of extroverts. (Ehrman & Oxford, 1990) 10
  11. 11. Method 11
  12. 12. Method 12
  13. 13. MBTI questionnaire 13
  14. 14. SILL questionnaire I ask English speakers to correct me when I talk.(1) never or almost never true of me(2) usually not true of me(3) somewhat true of me(4) usually true of me(5) always or almost true of me I practice English with other students.(1)never or almost never true of me(2) usually not true of me(3) somewhat true of me(4) usually true of me(5) always or almost true of me 14
  15. 15. Results and discussion 15
  16. 16. Descriptive statistics: MBTIThere are more extroverts than introverts asfar as the informants in this study areconcerned. 16
  17. 17. Factor analysis for SILLFactor 113 items (functional practice strategies)Factor 212 items (strategies for maintaining communication)Factor 39 items (metacognitive strategies)Factor 48 items (memory strategies)Factor 56 items (social-affective strategies)Factor 62 items (general study strategies) 17
  18. 18. Pearson’s correlation coefficients between extroversion/introversion and six factorsFactor 1 and Factor 5 have a positive significantcorrelation with extroversion and no significantcorrelation was found with introversion. 18
  19. 19. T-test for differences between I-Group and E-GroupTable 4 shows that extroverts are using Factor land 5 strategies significantly more thanintroverts. 19
  20. 20. Significant correlations: Extroversion/introversion and SILL in the result of T-tests for differences between I-Group and E-GroupThe author found great variance of subjects fromvery introverted to very extroverted. 20
  21. 21. DiscussionsI. We could see the range in the variance of learners extroversion and Introversion.II. We could see the significantly correlated LLS for extroverts, which are labeled functional practice strategies and social-affective strategies.III. With regard to introverts, we could see no preferred LLS; however, this might have been caused by the data collection method. 21
  22. 22. Conclusion 22
  23. 23. ConclusionWe could see some implications for teaching:ideas for strategy training and ideas for creatinga low-risk climate in the classroom, usingvarious modes of learning. 23
  24. 24. LimitationIn this study, 222 Japanese students majoredin English were presumably high motivationto learn English; however, the results were betotally different if the students are in otherfields instead of English major. 24
  25. 25. woof woofThank you for listening. 25