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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. 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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  1. The Relationship between L2 Learners’ Personality Factors and Their Achievements Presenter: 94AG025 蔡昀庭

  2. Outline • 1. Introduction • 2. Literature Review • 3. Methodology • 4. Reference

  3. Introduction • 1. The background of this research: The relationship between personality, learning strategy and learning achievement.

  4. 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

  5. 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)

  6. 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)

  7. 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.

  8. 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?

  9. 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.

  10. 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.

  11. 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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