Extroversion Introversion

1. Extroversion Introversion
Presented by:
Amir Hamid Forough Ameri
ahfameri@gmail.com
November 2015

3. Extroversion Introversion
• The trait of extraversion–introversion is a central dimension of human
personality theories.
• Extroversion and introversion, the terms used by Jung (1971), explain different
attitudes people use to direct their energy.
• According to Burruss and Kaenzig (1999) the introvert’s main focus is ''within
his/her head, in the internal world of ideas and concepts,'' while, the extravert’s
primary focus is ''on the external world of people and activities'' (p. 1).
• According to Brown (2000), ''extroversion is the extent to which a person has a
deep-seated need to receive ego enhancement, self-esteem and a sense of wholeness
from other people,'' while ''introversion is the extent to which a person derives a
sense of wholeness and fulfillment apart from a reflection of this self from other
people'' (p. 155).

4. • Kise (2007) pointed out that extraverts prefer ''talking things
out, variety and action, forming thoughts through discussion,
focusing on the outer world, activity before reflection,''
• while introverts prefer thinking about things, concentration,
focusing on the inner world, and reflection before any activity.
• Eysenck believed there was a physiological basis for the
difference between the two tendencies, introverts being very
easily aroused or stimulated, extraverts requiring greater
stimulation and excitement.

5. Extroversion/introversion represents a continuum (i.e. individuals can be
more or less extraverted), but we can identify idealized types:
Extroverts
Are sociable
Like parties
Have many friends
Need excitement
Are risk-takers, lively, active
Like practical jokes
Introverts
Are quiet
Prefer reading to meeting
people
Have few but close friends
Avoid excitement
Are not risk-takers

6. • Therefore, it is not a matter of either/or in the sense that people
should not be considered to be either extraverts or introverts. It is a
continuum which shows one’s degree of outgoingness. Moreover,
people can be:
extreme extraverts ↔ a combination of both ↔ extreme introverts
AMBIVERSION more or less directly in the middle
An ambivert is moderately comfortable with groups and social interaction,
but also enjoys time alone, away from a crowd.

7. It is worth noting that there are many mistaken notions about introverts; e.g.,
introverts are often thought to necessarily be one or all of the following:
 Shy. An introvert may have no fear of saying hello or talking with strangers.
 Anti-social. An introvert may like to say hello or talk with strangers.
 Uncooperative. An introvert may be eager to help.
 Non-verbal. An introvert may be quite verbal.
 Dumb. An introvert may be extremely intelligent.
Varner (2008)

8. • Ausubel (1968) noted that Extroversion/introversion can be a misleading
index of social adjustment and others have warned against prejudging
students on the basis of their perceived Extroversion.
• In language classes where oral participation is highly valued, it is easy to
view active participants and attribute that to Extroversion (which may not be
so).
• Culturally, American society differs from other societies like Japan where it is
improper to speak out in the classroom.
• What in the U.S.A. may be introversion is respect and politeness in Japan.
• Western society values the stereotypical extrovert and introverts are not
thought to be as bright as introverts.

9. Advantages and Disadvantages of
Extroversion/introversion
• According to Stern (1983), regarding the interpersonal aspect of language learning,
''extraversion would be an asset, but introversion might well be regarded as advantageous to the
systematic study of language'' (p. 380).
• In general, There is a clear contradiction between the predictions of psychologists and
applied linguists concerning the relationship between extraversion and learning. Psychologists
claim that ''extraversion is a disadvantage for learning because an extravert is more easily
inhibited and has a limited long term memory,'' while, many applied linguists have predicted that
extraversion is an advantage for learning a second/foreign language ''on the assumption that an
extravert elicits more input and produces more output'' (Kiany, 1998).

10. BICS
 According to the most widely researched hypothesis regarding
the relationship between extroversion and second/foreign
language (L2) learning, ‘’extroverted learners will do better in
acquiring basic interpersonal communication skills (BICS).’’
 The rationale for this hypothesis is that gregariousness and
outgoingness, among others, as vital features of extroversion
will lead to ‘’more opportunities to practice, more input, and
more success in communicating in the L2 (Ellis, 2008).

11. CALP
 According to another hypothesis which has received less
support from the literature, ‘’introverted learners will do better
at developing cognitive academic language proficiency
(CALP)’’ (Ellis, 2008).
 The rationale for this hypothesis is that perhaps because
introverted learners spend more time reading and writing, they
normally show more academic accomplishments.

12. Extraversion and Speaking Styles
In the late 1990s, SLA researcher Dewaele and Furnham synthesized evidence
from L1 studies showing that Extraversion and Speaking Styles are related.
They point at three L1 findings in psychology:
Extraverts have better short-term memory
They are more impervious to stress
They speak more fluently

13. Extroversion and Empathy
 Extroversion is usually thought to be related to empathy, but such may not be
the case.
 The extrovert may behave in an extroverted manner simply to protect his/her
own ego with extroverted behaviour being a sign of their defensive barriers
and high ego boundaries.
 However, the introverted and more reserved person may show high empathy,
an intuitive understanding and apprehension of others, and simply be more
reserved in the overt expression of empathy.

14. Extroversion/introversion and SLA
It is not clear if Extroversion/introversion helps or hinders the process of SLA.
Toronto study
Naiman et al., 1978. 1996
Busch
1982
Wakamato 2000
No significant effect for
extroversion was found in
characterizing a good
language learner
Introverted Japanese
learners of English were
significantly better than
extroverts in their
pronunciation
Junior college English
majors in Japan who were
extroverted used learning
strategies better than
introvertrs
It suggested that introverts
may have the patience and
focus to attend to clear
articulation.
There is the possibility that
extroverts need those
strategies more than
introverts

15. Extroversion/introversion and SLA
 Therefore, it is conceivable that extroversion may be a factor in developing
general oral communicative competence, which requires face-to-face
interaction, but not in listening, reading, and writing.
 On a practical level, the facilitating or interfering effects of some classroom
techniques that invoke extroversion need to be carefully considered
drama, pantomime, humour, role plays, …

16. Extroversion/introversion and SLA
• A teacher should avoid trying to create more extroversion in a
student than is really necessary. We need to be sensitive to
Cultural norms
A student’s willingness to speak out in class
Optimal points between extreme extroversion and
introversion varying from student to student

17. Measurement
• The extent of extraversion and introversion is most commonly assessed through self-
report measures, although peer-reports and third-party observation can also be used.
• Self-report measures are either lexical or based on statements.
• Lexical measures use individual adjectives that reflect extravert and introvert traits,
such as outgoing, talkative, reserved and quiet.
• Statement measures tend to comprise more words. Respondents are asked the
extent to which they, for example, Talk to a lot of different people at parties or Often
feel uncomfortable around others.

18. Measurement
• Virtually all comprehensive models of personality include
Extroversion/introversion in various forms. Examples
include
• the Big Five model,
• Jung's analytical psychology,
• the Myers–Briggs Type Indicator.
• Hans Eysenck’s three-factor model,
• Raymond Cattell's 16 personality factors, and
• the Minnesota Multiphasic Personality Inventory.

21. Social Activity Hypothesis
• According to the social activity hypothesis, more frequent
participation in social situations creates more frequent, and
higher levels, of positive affect.
• Therefore, it is believed that since extraverts are
characterized as more sociable than introverts, they also
possess higher levels of positive affect brought on by social
interactions. (e.g., Furnham and Brewin's study, 1990)

22. Social Attention Theory
• Yet another explanation of the high correlation between extraversion and
happiness comes from the study by Ashton, Lee, and Paunonen (2002).
• They suggested that the core element of extraversion is a tendency to
behave in ways that attract, hold, and enjoy social attention.
• They claimed that one of the fundamental qualities of social attention is its
potential of being rewarding. Therefore, if a person shows positive emotions
of enthusiasm, energy, and excitement, that person is seen favorably by
others and he or she gains others' attention. This favorable reaction from
others likely encourages extraverts to engage in further extraverted
behavior.[69]

24. References
Brown, H. D. (2007). Principles of language learning and teaching (5thed.). New York: Pearson Education,
Inc.
Burruss, J. D., & Kaenzig, L. (1999). Introversion: The often forgotten factor impacting the gifted.
Retrieved from http://www.sengifted.org
Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.
Eysenck, H. J. (1967). The biological basis of personality. Illinois: Charles C. Thomas.
Jung, C. G. (1971). Psychological types. New Jersey: Princeton University Press.

25. References
Kise, J. A. G. (2007). Differentiation through personality types: A framework for instruction,
assessment, and classroom management. Thousand Oaks, CA: Corwin Press.
Ortega. L. (2009). Understanding second language acquisition. London: Hodder Education.
Richards, G. (2009). Psychology: the key concepts. New York: Routledge.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford
University Press
Internet References