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The effects of personality dimensions on foreign language teaching and learning. Yuncheng University Qin Jianhua . Abstract .
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The effects of personality dimensionson foreign language teaching and learning Yuncheng University Qin Jianhua
Abstract So far there has been much research which has demonstrated the importance of individual difference in language learning. Based on personality data collected in two universities in Shanxi, this paper looks at personality as an indicator of individual differences and suggests that the success of language teaching methodologies will be strongly influenced by the learners’ personality predilections. Some brief comparisons have been made between the MBTI data collected in Shanxi and profiles obtained elsewhere to see if any cultural / national differences are observable. Comment is also made relating MBTI profiles to language learning methodologies.
0. Introduction Personality is a made up of a range of inter-related forces which are unconscious (affected by past experience), biological or conditioned (affected by culture). We learn about personality in an almost incidental way, acquiring knowledge through introspection and our own personal interaction with other people, assisted perhaps by reading great works of literature. However, in order to use our knowledge of personality in research, it is necessary to have instruments which offer a more rigorous and scientific way of providing information which is both reliable and valid.
Among the instruments is the Myers Briggs Type Indicator (MBTI) which is based on the psychological types delineated by Carl Jung. The types Jung described identify how individuals focus their energy when approaching a task, as well as people’s preferences in perceiving and judging. The Jungian approach was refined and developed by Myers (1962,1987) and later identified as an aspect of learning style. Four-bi-polar scales are used in the MBTI: Extroversion—introversion, Sensing-–Intuition, Thinking--Feeling, and Judging—Perceiving.
MBTI theory believes that people have individual preferences concerning what they pay attention to, how they make decision, draw conclusion, and how they approach and respond to task. This inventory therefore has great relevance to the field of education, foreign language teaching and learning in particular. Based on personality data collected in two universities in Shanxi, this paper looks at personality as an indicator of individual differences and suggests that the success of language teaching methodologies will be strongly influenced by the learners’ personality predilections. Some brief comparisons have been made between the MBTI data collected in Shanxi and profiles obtained elsewhere to see if any cultural / national differences are observable. Comment is also made relating MBTI profiles to language learning methodologies.
1. Myers-Briggs Type Indicator • 1) Extroversion (E) & Introversion (I): • 2) Sensing (S) & Intuition (I): • 3) Thinking (T) & Feeling (F): • 4) Judging (J) & Perceiving (P)
1) Extroversion (E) & Introversion (I): an Extrovert is said to receive energy from outside sources, whereas an Introvert is more concerned with the inner world of ideas and is more likely to be involved with solitary activities. This trait does not just describe whether a person is outgoing or shy, but considers whether a person prefers working alone or feels energized and at home working in a team.
2) Sensing (S) & Intuition (I): A Sensing preference relies on gathering information through the five senses, attending to concrete, practical facts. Sensors are less likely to see the “bigger picture” and more likely to follow a step by step approach. An intuitive thinker is more likely to be draw by abstract possibilities, meanings and relationships and will be draw by the innovative and theoretical.
3) Thinking (T) & Feeling (F): a Thinking person is more likely to prefer decisions made in an impersonal, logical, objective manner. A Feeling person will make decisions based on personal values, relationships and the feelings of others. Women are more likely to be Feelers.
4) Judging (J) & Perceiving (P): This personality preference describes how a person deals with the outside world. The Judger is more likely to look for a planned and controlled life, seeking closure, preferring planning and relation. The Perceiver deals with the outside world through sensing or intuition, but prefers spontaneity. Flexibility, freedom and autonomy and “play it by ear”.
The above scales do not suggest that we are cut off from operating one side of the pole or the other,but rather we have a preference in the same way that we have a preference for being left or right handed. Each of the four dimensions is independent of the other three, so the bi-polar scales detailed above combine to yield 16 possible combinations, ISTJ, ESTJ, ISFJ, ESFJ, etc.Reliability and validity data for the MBTI have been broadly disseminated, and thus are not reported here.
2. Literature review Scholars, such as Ehrman & Oxford (1989,1990, 1994.1995) have undertaken extensive research on learning styles, using MBTI. They hold that Introverts, Perceives, and Intuitives scored higher for speaking proficiency, while for reading Introverts, Intuitives and Thinkers were better. Sensers had a disadvantages for reading and speaking. As to the pedagogical implications of different personality types, Fourqurean et al. (1988) found that Extroverts tended to prefer learning in groups, with simulation and peer teaching. Elliott & Sapp (1988) also found that Extroverts preferred to be more passive in class and preferred lectures and auditory or visual presentation and learning alone. Introverts preferred not give an answer to an instructor immediately, but prefer time for reflection and concentration (Penn,1992, Gordon , Coscarelli & Sears,1986).
An understanding of the types of language students can be useful for faculty at the primary level, whereas an understanding of student preferences at the classroom level can facilitate the creation of educational activities. • Learning styles are the ways in which an individual characteristically acquires and processes information (Felder & Silverman, 1988).
Sternberg and Grigorenko (1997) recommended studying learning styles as a function of cognitive styles, which are based on cognition, personality, or activity, and which bridge cognition and personality. • The academic performance of language students has been linked to the interaction of instructional styles and student personality characteristics (Felder et al. 2002; McCaulley, Godleski, Yokomoto, Harrisberger, & Sloan, 1983; Rosati, 1997, 1999).
Learning style preferences are interrelated to personality characteristics in the academic environment. Felder and Silverman (1988) have provided for the differentiation of students on four learning style scales: active-reflective, sensing-intuitive, visual-verbal, and sequential-global.
The above are included to demonstrate that there is ample evidence that personality preferences have a variety of effects on learning in general and language learning in particular. The use of MBTI as a descriptive tool has been effectively demonstrated in Western cultures, but there are few studies in Chinese contexts. The data collected and described below is part of a preliminary study which hopes to go some way in correcting this omission.
3. The study • 3.1 Participants • 126 (92 female, 34 male, mean age 21) college students at two comprehensive universities in Shanxi. • passed CET 4. Students were volunteers for the project, as required by human subjects’ research guidelines. • 3.2 Instrumentation • Myers-Briggs Type Indicator. The MBTI contains four personality type scales: extravert-introvert, sensing-intuitive, thinking-feeling, and judging-perceiving. • 3.3 Procedures
3.3 Procedures • The first session took 2 hours, attendance was voluntary and great care was taken to explain that the MBTI was not a test and that there was no right or wrong answers. MBTI form G was used. A 125 item glossary provided translation of difficult words, phrases or idioms into Chinese. In addition, the consultants provided occasional verbal translations when requested or when they thought it appropriate. After the results were tabulated, students received a report form with their preference scores. During the 2 hour feedback session preferences were discussed with students to be aware of their own natural strengths and that it would help in developing motivation and potential areas of growth.
3.4 Results The study shows that subjects were distributed fairly evenly throughout the type classification tables. However, clear preferences for a number of categories can be seen from the results. ISFJ is the most pronounced (12.5%), ISTJ, INFP and ENFP (8.9%) and ISFP (9.8%) (See table 1 below). There is a strong preference for Sensing over Intuition (table 2) over both sexes (table 5). There is also a clear preference for Feeling over thinking (table 2), the latter being just as pronounced for males and females (table 5). Both males and females have a preference for Introversion and Sensing, although this preference is stronger for males (table 5).
3.5 Discussion • Studies using MBTI within Chinese cultures have been small in number. Those that are available are referred to below to enable comparison with the current study. • Given that the total number of subjects in the studies being considered here is still small (total n=99) and that there are vocational and educational biases in the samples, it would not be advisable to make generalizations about the Chinese population. However, it is interesting to note that there are very high percentages supporting both Introversion and Sensing. Further work needs to be done with larger samples to see if there are consistent patterns associated with students’ subject majors at university.
Huang & Huang (1992) assessed Taiwanese university students (n=280), Yao (1993) looked at Chinese Mainland school administrators (n=293) and Broer & McCarly (1999) Chinese Mainland management students (n=119). Li & Qin (2003) assessed non-English major sophomores in two Chinese universities (n=187). All four students found that a large percentage of Chinese subjects preferred Sensing. This result is replicated in the current study for Chinese students. Sensing may be preferred because it relates to the strategy of memorizing facts and details (a strength of Sensing) required for success in school exams and university entrance.
Information gathered through the senses therefore is likely to predominate rather than the use of imagination and intuition. There was also a dominance of Introversion over Extroversion in all four studies. Huang & Huang (1992) quote a variety of sources which indicate a Chinese predilection for Introversion. They suggest that Introversion is not only a trait of Chinese living in Taiwan, where their study took place, but also of Chinese living in other parts of the world. Chan &Eystenck (1981) found in a study in Hong Kong that even those brought up under a British educational system scored higher for Introversion on the Eysenck Personality Questionnaire.
Given that the total number of subjects in the studies being considered here is still small (total n=99) and that there are vocational and educational biases in the samples, it would not be advisable to make generalizations about the Chinese population. However, it is interesting to note that there are very high percentages supporting both Introversion and Sensing. Further work needs to be done with larger samples to see if there are consistent patterns associated with students’ subject majors at university.
4. Conclusion A knowledge and awareness of personality type on the part of students will allow them to develop their natural and strengths and predispositions, suggest areas for growth and will help motivation. For teachers, such awareness will also have beneficial effects, aiding in methodological choices, helping in the recognition of individual differences and improving teacher-student understanding. Further work on this project, which encompasses the study of the complex associations between MBTI strategy use (as measured by the Strategies Inventory of Language Learning, SILL) and language proficiency among Chinese students, needs to be done in the future study.
