The relationship between l2 learners personality factors and their achievements
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The Relationship between L2 Learners’ Personality Factors and Their Achievements. Presenter: 94AG025 蔡昀庭. Outline. 1. Introduction 2. Literature Review 3. Methodology 4. Reference. Introduction. 1. The background of this research: The relationship between personality,

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The Relationship between L2 Learners’ Personality Factors and Their Achievements

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The relationship between l2 learners personality factors and their achievements

The Relationship between L2 Learners’ Personality Factors and Their Achievements

Presenter: 94AG025 蔡昀庭


Outline

Outline

  • 1. Introduction

  • 2. Literature Review

  • 3. Methodology

  • 4. Reference


Introduction

Introduction

  • 1. The background of this research:

    The relationship between personality,

    learning strategy and learning

    achievement.


Introduction1

Introduction

  • 2. Purpose:

    a. Whether L2 learners’ personalities

    will affect their L2 achievement or not

    b. How and in which aspects does

    personalities affect most

  • 3. Value: Education

    a. For teachers

    b. For learners


Literature review

Literature Review

  • 1. Self-efficacy

    a.LoCastro (2001)

    b. Mills, Pajares, & Herron (2007)

  • 2. Personality

    a. Choi (2005)

    b. Robinson, Gabriel, and Katchan (1994)

    c. Ehrman, Leaver, and Oxford (2003)


Literature review1

Literature Review

  • 3. Extroverts are better learners

    a. Ellis (2004)

    b. Strong (1983)

    c. Dewaele and Furnham (1999)

  • 4. Introverts are better learners

    a. Deborah Busch (1982)

    b. Carrell, Prince, and Astika (1996)


Methodology

Methodology

  • 1. Participants:

    Some students from the department

    of applied foreign languages in CSMU

  • 2. Design and Procedure:

    a. The participants were classified into the

    extroverts and the introverts by the EPQ.

    b. Analyzed and compared their semester

    grades to their personalities.


Methodology1

Methodology

  • 3. Research Questions:

    a. Whether L2 learners’ personalities will

    affect their achievement of second

    language learning or not?

    b. How and in which aspects does

    personalities affect most?


Reference

Reference

  • Busch, D. (1982). Introversion-extroversion and the EFL proficiency of Japanese students. Language Learning, 32(1), 109–132.

  • Carrell, P. L., Prince, M. S., & Astika, G. G. (1996). Personality Types and Language Learning in an EFL Context. Language Learning, 46(1), 75-99.

  • Choi, N. (2005). Self-efficacy and self-concept as predictors of college students' academic performance. Psychology in the Schools, 42(2), 197-205.


Reference1

Reference

  • Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31(3), 313-330.

  • Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford

    University Press.

  • LoCastro, V. (2001). Individual differences in second language acquisition: Attitudes, learner subjectivity, and L2 pragmatic norms. System, 29(1), 69-89.


Reference2

Reference

  • Mills, N., Pajares, F., & Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.

  • Robinson, D., Gabriel, N., & Katchan, O. (1994). Personality and second language learning. Personality and Individual Differences, 16(1), 143-157.

  • Strong, M. (1983). Social styles and second language acquisition of Spanish-speaking kindergarteners. TESOL Quarterly, 17, 241-58.


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