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Personality characteristics and second language learning : Lida Berisha

Personality types and traits, language acquisition and learning,second language learning, Psychology factors at students learning performance.

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Personality characteristics and second language learning : Lida Berisha

  1. 1. University: South East European University Faculty: Languages, Cultures and Communications POSTGRADATE STUDIES – SECOND CYCLE Thesis: ‘’Personality characteristics and second language learning’’ Name: Lida Berisha
  2. 2. Chapter 1: Introduction • Personality is ‘’I’’ , we get a good idea of what personality is by listening to what we say when we use’’ I ‘’.
  3. 3. • When you say I, you are, in effect, summing up everything about yourself - your likes and dislikes, fears and virtues, strengths and weaknesses. The word I is what defined you as an individual, as a person separate from all others.” • Adams (1954, cited in Schultz & Schultz, 1994)
  4. 4. • Personality is not the mask we wear; nor is it simply behavior. It refers to the person behind the facade, the organism behind the action’’ Allport( 1961)
  5. 5. Development of personality
  6. 6. • Classroom is mixed personality room. • When learning a second language some students make rapid progress while some of the students make slow progress.
  7. 7. Chapter 2: Literature review • A trait is what we call a characteristic way in which an individual perceives, feels, believes , or acts.
  8. 8. • Universal trait theory British psychologist Hans Eysenck developed a model of personality based upon just three universal traits were sufficient to describe human personality. • Introversion-Extroversion • Emotional Stability • Psychoticism • Santroc(1997)
  9. 9. • • Introversion/Extroversion: • An introverted person is quite unsociable, passive and careful • An extroverted person is active, optimistic, sociable and outgoing.
  10. 10. • 2. Emotional Stability: • A stable person is calm, even tempered, carefree, and has leadership possibilities; • An unstable person is moody, anxious, restless, and touchy. • 3. Psychoticism: Individuals who are high on this trait tend to have difficulty dealing with reality and may be antisocial, hostile, non-empathetic and manipulative.
  11. 11. • Jung believed that every individual can posses both extrovert and introvert attitude. • According to Freud the mind can be divided into two main parts: • The conscious mind includes everything that we are aware of. • The unconscious mind is a reservoir of feelings, thoughts, urges, and memories that outside of our conscious awareness. Most of the contents of the unconscious are unacceptable or unpleasant, such as feelings of pain, anxiety, or conflict.
  12. 12. Chapter 3: Methodology • Research aim was to analyze students personality type , their success and performance in L2. • Analyze the way student’s personality differs in L1 and L2 classes. • This research is the combination of two methods : qualitative and quantitative.
  13. 13. 3.2 Research questions 1) Is students personality related to student’s success? 2) Which personality trait prevents their success in L2? 3) What kind of impact the teacher has at their student’s personality and their success in second language learning?
  14. 14. 3.3 Hypothesis • Student’s personality is related to students success. • Students that are quite, passive, reserved, anxious and shy do not show great success in L2. • Teacher plays an important role in the class and he is a model that makes his students learn a language.
  15. 15. Chapter 4: Data Analysis • Two instruments that were used for this research are: • Questionnaire and Observation 4.1 The aim of the Observation was to identify students success and their personality characteristic in L2 and L1 classes. • Student’s motivation in L2 classes. • Teachers influence in the class. • Teachers work with mixed personality classes.
  16. 16. Time 1 Time 2 Time 3 Time 4 Introverts in the class X X X Extroverts in the class X X X Motivation in the class X X Anxious students talking X X Teachers comments X X X X Students interest in lesson X X Mistakes and feedback X Weak students participation Table 1. Observation checklist for first class in English language( L2)
  17. 17. Time 1 Time 2 Time 3 Time 4 Introverts in the class X X Extroverts in the class X X X Motivation in the class X X X Anxious students talking X Teachers comments X Students interest in lesson X Mistakes and feedback Weak students participation X X Table 4: Observation checklist for second class in L1.
  18. 18. 4.2 Questionnaires main goal was to: • Find out students personality characteristics and success. • Find out difficulties that students face when learning a second language. • Find out what’s their role in the first language classes and second language classes. • Questionnaires results are divided in 4 parts: Male students with high grades: 4(very good) and 5 (excellence) Female students with high grades: 4(very good) and 5 (excellence) Female students with low grades: 3(good) 2 (satisfactory) and 1(acceptable) Male students with low grades: 3(good) 2 (satisfactory) and 1(acceptable)
  19. 19. 4.2.1 Male students with high grades in L2
  20. 20. 4.2.2 Female students with high grades in L2
  21. 21. 4.2.3 Male students with low grades in L2
  22. 22. 4.2.4 Female students with low grades in L2
  23. 23. Conclusion • Environment plays an important role in Students personality. • Personality can be shaped. • Students posses elements from both extravert and introverts. • Students with high grades in L2 are ambitious, assertive, self confident, self supporting, friendly, relaxed and sometimes anxious.
  24. 24. • Male students with low grades are anxious , nervous and afraid of mistakes in L2 classes. They believe that they are intelligent to learn a language but they don’t want to. • Female students with low grades have a lack of confidence, they care what others think of them, they are worried, shy , calm and reserved.
  25. 25. • Analysis shows that students with low grades and high grades believe that teacher is the main role in the class and teacher is who motivates them to learn a second language. • Students with low opinion of themselves have a lack of success. The environment and other people make these students feel worried, insecure, anxious and unsure. By comparing other students with themselves and thinking that other classmates are better than them, they feel pressure and anxiety . As a result of this they make slow progress.
  26. 26. • Taken together the results of this study. This study shows that people personality is shaped by the environment. The students feel better in L1 classes just because they are not anxious and are not afraid of mistakes and other opinions. Students showed that teacher is who makes them self-confident. A teacher is who creates a warm environment and make students feel good in the class.