A Study Of The Effects Of Extroversion And Introversion On Language Learning Strategy Utilization

Current research efforts in second language (L2) acquisition have focused on exploring the individual differences that exist among L2 learners in order to better understand the factors that shape the language learning process. An overview of the research shows that personality is a neglected yet significant factor in L2 learning, particularly in relation to adult students of English. Various researchers have studied factors related to the choice of language learning strategies. Many factors, such as age, learners'beliefs, and proficiency level, have been shown to be related to language learners'choice of strategies, but others, such as personality have not received sufficient research attention.As a result, this project studied the personality and language learning strategy utilization of 150 non-English majors in Northeast Normal University. The focus of the study was to investigate the role that personality types have in determining language learning behaviors and the strategic approaches. Firstly, previous theories about learning strategies and personality are reviewed and findings of these researches are summarized. All these serve as theoretical foundation for this study and on the basis of which, research questions are proposed. Then the questionnaire surveys are conducted for data collection, including the Eysenck Personality Questionnaire (EPQ-R) and Strategy Inventory for Language Learning (SILL). All the data is analyzed through Excel 2003 and SPSS 11.5.The results of the study reveal that extroversion-introversion does correlate with learner's applicative rate of English learning strategies, and extrovert, introvert learners have their distinctive patterns in terms of the choice and employment of learning strategies. To be more exact, extroverts are more likely than introverts to employ overall learning strategies and particularly in the use of cognitive, metacognitive and affective strategies, while introverts are predicted to show more use of compensation strategies. The relationships between strategy use and personality types have implications both for creating instructional designs that are student-centered and for tailoring instruction by linking personality types and language learning strategies.