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This document discusses how extroversion and introversion may affect second language acquisition. There are two main hypotheses presented: (1) that extroverts' sociability leads to more opportunities to practice and communicate in the second language, aiding their skills, and (2) introverts' preference for focusing internally helps their cognitive academic abilities and success. The conclusion is that both extroverted and introverted learners can achieve in second language acquisition as long as teachers address the needs of both personality types.
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Anxiety in second language learning
Communication anxiety, fear of negative evaluation, and test anxiety are three main causes of language learning anxiety. Communication anxiety stems from comparing speaking skills to native speakers. Fear of negative evaluation comes from worries about evaluations from teachers and peers. Test anxiety results from pressure to remember grammar and unfamiliar test formats. The classroom environment can also induce anxiety if the teacher intimidates students or focuses too much on correction. Instructors should use group work, acknowledge anxiety, emphasize communication over accuracy, and consider students' perspectives to help reduce language learning anxiety.
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The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
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South Asian Englishes
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Anxiety in second language learning
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Bilingualism refers to using two languages fluently like a native speaker. There are different types of bilingualism including additive bilingualism which occurs when a second language is learned in addition to the first, and subtractive bilingualism where the first language is replaced by the second. Early bilingualism can be simultaneous, where two languages are learned from birth, or successive where a second language is learned after partially acquiring the first language in early childhood. Late bilingualism refers to learning a second language after age 6 or 7, especially in adolescence or adulthood. Passive bilingualism means understanding a second language without speaking it. Learning a second language provides cognitive benefits for children and promotes empathy, cultural understanding,
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Foreign language anxiety is a distinct type of anxiety that is situation-specific and arises from the uniqueness of the language learning process. It can affect both anxious and non-anxious individuals. There are two types of language anxiety - debilitative anxiety which hinders learning, and facilitative anxiety which benefits learning by keeping students alert. Sources of foreign language anxiety include speaking in front of peers and fear of making errors. High foreign language anxiety has detrimental effects on students' performance, confidence, and participation, and can negatively impact communication outside the classroom.
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2. Concepts and meanings that underlie language are based on a person's general knowledge and concepts. Understanding language relies on shared knowledge between speakers and listeners.
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Anxiety can negatively impact language learning. It arises from internal factors like a lack of motivation, confidence, or mental disturbances, or external factors like a teacher's negative attitude or competitive environment. Symptoms include panic, problems sleeping, and physical sensations. To cope, students can participate actively, prepare for speaking, ask for help from teachers and classmates, maintain a positive attitude, and rate their anxiety level to reduce its impact. Reducing anxiety improves language learning performance.
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This document contains a student's exam responses for a course on second language acquisition. The student provides answers to multiple choice and short answer questions about topics relating to second language acquisition, including motivations for learning a second language, the initial state of first and second language development, necessary conditions for language learning, how language is systematic, symbolic and social, error analysis theory, Krashen's monitor model, the relationship between language and the brain, the effects of multilingualism, and models of the second language learning process including the role of input and interaction.
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This document discusses the relationship between language, culture, and thought. It makes three key points:
1. Culture can be defined as the knowledge that is learned from other people, either through direct instruction or observation. Since language is learned from others, it is closely connected to culture.
2. Concepts and meanings that underlie language are based on a person's general knowledge and concepts. Understanding language relies on shared knowledge between speakers and listeners.
3. Some concepts and categories may be organized differently in different languages due to cultural differences. While core meanings of words are often shared across languages and cultures, there can be variation, especially in more peripheral concepts. Prototypes provide a framework for analyzing these differences
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Lambert's socio-psychological model from 1972 focuses on the social and psychological aspects of second language acquisition. The model identifies key factors that influence learning a second language: attitudes and orientations towards the language, aptitude for language learning, motivation to learn, level of proficiency gained, and impact on self-identity. Outcomes can be additive bilingualism, which enriches experience without harming the native language, or subtractive bilingualism, which can weaken development of the second language.
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This document discusses learning styles and individual differences in language learning. It covers several models and theories of learning styles, including:
- Kolb's model of learning styles and sensory/perceptual, cognitive, and personality-related style preferences.
- Willing's two-dimensional model of concrete vs. analytic and communicative vs. authority-oriented styles.
- Reid's model of visual, auditory, kinesthetic, and tactile styles and individual vs. group preferences.
It also discusses assessing learning styles through questionnaires, including Ehrman and Leaver's Learning Style Questionnaire which measures synoptic vs. ectenic styles. The document provides an overview of the key factors and
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This document defines key terms related to multilingualism such as vitality, diglossia, code switching, and code mixing. Vitality refers to the status and use of a language within a speech community. Diglossia describes a situation where two varieties of the same language are used for different purposes. Code switching involves alternating between two or more languages or language varieties based on the social context or situation, while code mixing blends elements of different languages together.
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Hi There, please kindly use my PPT for powering your learning, please let me know if you want to discuss more. Email : silviananda.putrierito@gmail.com
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The document discusses language shift, which is a change from using one language to using another, more dominant language. This often occurs among immigrant families and communities. It provides examples of language shift occurring among Coptic speakers in Egypt and Hungarian speakers in Austria. Language shift happens for various social, economic, political and demographic reasons, and it can ultimately lead to language loss or even death if a language is no longer spoken. Maintaining positive attitudes about a minority language and frequent use of it can help prevent language shift.
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Second language acquisition (question and answers)
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Strategic planning templates & examples, Business, Finance, planning, Vision, Mission, Plan, objectives, strategy, swot, pest, Business plan, Strategic planning, bcg matrix
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Amyotrophic lateral sclerosis (ALS) is a debilitating disease that disrupts motor neurons, causing rapid muscle weakness, atrophy, spasticity, and difficulties with speech, swallowing, and breathing. The cause is unknown but may involve mutations in the SOD1 gene. The only FDA-approved treatment, Rilutek, can slow progression but also endangers liver health. Physical and speech therapy can help delay muscle degeneration and promote independence. There is no cure or prevention for ALS, which affects 20,000-30,000 Americans each year, usually between ages 40-60, with men more likely than women.
Als presentation
Amyotrophic lateral sclerosis (ALS) is a progressive neurodegenerative disease that affects motor neurons, leading to their degeneration and death. This causes muscles to weaken and atrophy, resulting in paralysis. Eventually, respiratory muscles are affected and the disease becomes fatal. ALS has causes linked to glutamate toxicity, mutations in the SOD1 gene, and oxidative stress damaging motor neurons. There is no cure for ALS and available treatments can only moderately slow progression of the disease.
Als(Amyotrophic Lateral Sclerosis)
ALS is a disease that causes the loss of neurons in the brain and spinal cord, weakening muscles and potentially affecting movement, speech, swallowing, and breathing. It typically affects people in their 40s and 50s and is more common in men. While the mind and memory are unaffected, the disease is usually fatal within 3 to 5 years as muscles continue to weaken. Notable people who have been diagnosed with ALS include physicist Stephen Hawking and footballer Sedat Balkanlı.
Amyotrophic Lateral Sclerosis Amyotrophic Lateral Sclerosis
Amyotrophic lateral sclerosis (ALS) is a progressive neurodegenerative disease that affects motor neurons in the brain and spinal cord. The document discusses the pathology, epidemiology, clinical presentation, diagnosis, and management of ALS. Key points include that ALS causes the degeneration of upper and lower motor neurons, leading to muscle weakness, atrophy, and fasciculations. The average age of onset is in the mid-50s. Diagnosis is based on clinical signs and requires the exclusion of other potential causes through laboratory testing. Currently, riluzole is the only approved treatment and modestly prolongs survival. Management involves a multidisciplinary approach to address symptoms like weakness, fatigue, nutrition, and
Introvert and extrovert
The document discusses personality types, comparing introverts and extroverts. Introverts tend to feel drained by social interaction and large groups, and prefer solitary activities. They may need time alone to recharge. Extroverts tend to feel energized by social interaction and large groups. They may feel drained when spending too much time alone. The document also discusses ambiverts, who have traits of both introverts and extroverts. Leadership styles can vary depending on whether a leader is more introverted or extroverted. Introverted leaders tend to be better listeners, while extroverted leaders provide energy and direction. Both personality types can be successful in different ways.
Children´S Personality Development
A presentation prepared for the Psycholinguistics class at the Instituto Superior de Lenguas, National University of Asunción. August 2008, Professor Teresita Andrada.
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Amyotrophic Lateral Sclerosis Amyotrophic Lateral Sclerosis
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Final proposal
The document summarizes a study on the relationship between extroversion-introversion and English proficiency among Applied Foreign Language students in Taiwan. The study aims to investigate whether extroverts perform better on TOEIC tests than introverts and whether they use different learning strategies. It provides background on definitions of personality types and gaps in previous research on this topic. The methodology section indicates the study will use MBTI questionnaires and collect demographic data to analyze relationships between personality types and English performance.
Extroversion introversion
This document discusses extroversion and introversion as dimensions of human personality. It defines extroversion as focusing energy on external stimuli like people and activities, while introversion focuses energy internally on ideas and concepts. Extroverts tend to be more social, active, and gain fulfillment from others, while introverts tend to be more quiet, focused internally, and gain fulfillment apart from others. The document also explores advantages and disadvantages of each trait for language learning and social interactions.
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This document discusses extroversion and introversion as dimensions of human personality. It defines extroversion as focusing energy on external stimuli like people and activities, while introversion focuses energy internally on ideas and concepts. Extroverts tend to be more social, active, and gain fulfillment from others, while introverts tend to be more quiet, prefer fewer close relationships, and gain fulfillment independently. The document also explores theories on how extroversion and introversion may impact second language acquisition and notes it is a continuum rather than an absolute distinction between people.
Salar-Tibetan Contact and the Evolution of the Salar Verbal (Evidential) Cate...
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Journal of Advances in Linguistics
This document summarizes a research study on the relationship between extraversion/introversion and academic achievement in second language acquisition. It provides background on the debate between psychologists and applied linguists on whether extraversion is advantageous for language learning. The study used interviews of 20 students at a public university in Pakistan to analyze how their personality types (as defined by Eysenck's theory) related to their recent academic marks. The results supported the view that extraverts obtained higher marks on average. The document discusses relevant prior studies and theories on this topic and how this research contributes new insights within the Pakistani context where examinations emphasize marks.
First Language acquisition
This document discusses factors that influence first and second language acquisition. It identifies biological, psychological, socio-cultural, and linguistic factors. Biological factors include the critical period hypothesis, which proposes there is an optimal time period for acquiring language skills, as well as neurobiological considerations like brain lateralization. Psychological factors encompass cognitive processes like different stages of cognitive development, and affective factors such as attitudes and identity. Socio-cultural factors refer to the role of culture and acculturation. Linguistic factors analyze how aspects of language itself, such as differences between the first and second languages, influence acquisition.
Personality As An Individual Difference
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Personality As An Individual Difference
This document discusses research on the relationship between introversion/extroversion and second language acquisition. It describes key dimensions of personality, including introversion/extroversion, and defines the qualities of introverts and extroverts. The document reviews two hypotheses - that introverts may be better at developing cognitive academic language proficiency while extroverts may be better at developing basic interpersonal communication skills. It summarizes a small-scale study supporting the second hypothesis and conclusions from Rod Ellis that while extroversion links to BICS acquisition, there is no clear evidence introversion benefits CALP development.
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2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
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This document discusses 5 factors that affect language learning strategies:
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2. Gender - Males and females tend to use different types of language learning strategies, with females using metacognitive and social strategies most.
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This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the research provides no clear support for these hypotheses. Better research designs are suggested to explore how personality interacts with learning under different instructional conditions.
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This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the evidence is mixed and may depend on learning contexts. More research is needed that directly observes learners across different instructional conditions.
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This document discusses research on the relationship between learner personality traits of introversion/extroversion and second language acquisition. It describes key dimensions of personality including introversion/extroversion. Introverts prefer solitary activities while extroverts enjoy social interaction. Studies have looked at how these traits may affect acquiring basic interpersonal skills versus cognitive academic skills, but the research provides no clear support for these hypotheses. Better research designs are suggested to explore how personality interacts with learning under different instructional conditions.
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Post structuralism & deconstruction in cultural studies
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VLM_SLA
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Second Language Learning
Major distinctions:
Difference between first and second language
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Difference between explicit and implicit learning
Difference between second and foreign language
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Patty proposal defense
This document summarizes a study on the relationship between extroversion-introversion personality types and English proficiency among English major students in Taiwan. The study aims to investigate whether extroverts perform better on TOEIC tests than introverts and whether they use different language learning strategies. It reviews literature on personality types, extroversion vs introversion, their relationship to language proficiency and strategy use. The methodology section describes a quantitative study collecting data through questionnaires measuring personality, English skills, and strategy use administered to English majors of varying years. The results will analyze the relationships among personality, strategies, and proficiency.
CHOLIE'S GS.pptx
The document discusses verbal and non-verbal communication across cultures. It examines factors that can interfere with accurate communication between cultures, such as thought patterns, perceptions, stereotyping, attitudes, and differences in social organization, language, and use of time. Non-verbal communication like kinesics (body language) and proxemics (use of space) are also culturally specific and can lead to misunderstandings between cultures if not properly understood in context. Overall, the document analyzes some of the key psychological and social variables that can impact cross-cultural communication.
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Ppt sla
- 1. EXTROVERSION-INTROVERSION AS FACTORS IN AFFECTING SECOND LANGUAGE ACQUISITION Presented by : Mutia Noviastuti (14706251015) English Department Post Graduate Program Yogyakarta State University
- 2. Second language Acquisition Second language acquisition is defined as the learning and adopting of a language that is not your native language.
- 3. Introduction Why do individuals differ so much in second language attainment success?
- 4. “Personality can be defined as those characteristics of a person that account for consistent patterns of felling, thinking, and behaving” (Pervin & John, 2001) There is no doubt at all about the importance of examining personality factors in building a theory of second language acquisition. (Dornyei & Skehan, 2003)
- 5. • The extroversion/Introversion distinction refers to one of several traits which together constitute an individual’s personality (Eysenck 1970)
- 6. Extroversion • According to Brown (2007), an extrovert person is a gregarious, “life of the party” person.
- 7. Introversion Introverts are quiet, prefer reading rather than meeting people and talking to others, have few but close friends and usually avoid excitement (Eysenck & Chan, 1982).
- 8. Extraversion vs Introversion Extroverts focus their attention and energy outward. • Sociable • Enjoy working in groups • Gregarious • Active • passionate • Talkative Introverts focus their attention and energy inward. • Quiet • High concentration • Prefer to work alone • Hate being put on the spot • Think before speak • Process emotion Internally
- 9. Extrovert = Good English Acquisition Stereotype
- 10. Extrovert & Introvert in SLA Ellis (1994) stated that there are two major hypotheses about the possible relationship between the dichotomy of introversion/extroversion and language learning. Extroverts basic interpersonal communication skill Introverts cognitive academic ability
- 11. The Rationale behind the first hypothesis The rationale for this hypothesis is that sociability ( an essential feature of extroversion) will result in more oportunities to practice, more input, and more success in communicating L2.
- 12. The Rationale behind the second hypothesis The rationale for this hypothesis comes from the studies which show that introverted learners typically enjoy more academic success, perhaps because they spend more time reading and writing.
- 13. CONCLUSION •Extrovert/Introvert learners had equal opportunities for SLA achievement •Language teachers should address the needs of both personality Types.
- 15. THANK YOU FOR LISTENING