Extraverts and Introverts in the FL Classroom Setting

Chapter
Part of the Second Language Learning and Teaching book series (SLLT)

Abstract

Out of many challenges in foreign language learning, L2 use and sustained communication in a given language could be considered as the most vital. MacIntyre et al. (1998) noted that sometimes, despite excellent communicative competence, spontaneous and continuous L2 use is not ensured. Some students who are proficient in linguistic competence avoid, while others, with minimal linguistic knowledge, seek possibilities to communicate in the foreign language. It was also acknowledged that individuals’ personality profile could determine their willingness to communicate and frequency of such communication in the foreign language (MacIntyre et al., 1998). The present study investigates the possible link between personality traits of extraversion/introversion and preferences towards acquisition of certain skills, attitudes towards using a foreign language as well as school grades. The study involves data collected from 115 high school English language learners from Poland. Statistical analyses revealed that some aspects of the L2 use as well as the overall grade were related to personality trait of extraversion/introversion. However, extraversion was linked to the EFL grades only when speaking skills were focused on during the EFL classes. This suggested that links between extraversion scores and linguistic variables depend largely on the type of linguistic material used and analysed as well as the specific EFL classroom dynamics. The results of this study show the complexity of the relationship between personality traits and foreign language learning. Research outcomes also indicate that studies of different aspects of individual differences and personality traits should be incorporated into further research on second language acquisition.

Keywords

Personality Extraversion Introversion L2 use Speaking in the L2 

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Copyright information

© Springer International Publishing AG 2017

Authors and Affiliations

  1. 1.University of Bielsko-BialaBielsko-BiałaPoland

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