Individual Differences Among Language Learners [2]
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关键词:motivationpersonality factorEnglish study
imulation and activity and maybe even egoenchancement . The foreign language learner will be positively motivated to learn.
Ⅲ. Personal ity Factors
There are several personality factors among language learners. Here I want to discuss the following factors :
A. Introversion2Extroversion
Traditionally , it has often been assumed that learners who are extroverts will be bet ter and faster foreignlanguage learners. Extroverts are generally more sociable and gregarious. They enjoy change and excitement . It isthought that extroverts will be more willing to use the foreign in the class to ask and answer questions , withoutworrying too much about whether they make mistakes or look foolish. Especially if they are learning in the foreignlanguage environment , their language proficiency both in and outside the classroom is developing as a naturalacquisition. Extroverts will be more actively involved with the language than their introvert classmates. They will bemore responsive to the input they get , be keener to try producing their own foreign language ut terances and so havemore opportunity to build up and test hypotheses about the language structure. The result should be that their overallproficiency should develop more quickly and to a higher level than that of their less active classmate. In a foreignlanguage environment where the classroom is more on the structure of the language , and thus develop their fluency.The more introverted learners through being willing to spend more time studying and practicing the forms of thelanguage , might develop a fuller and more accurate understanding of the language structure , than the extroverts.More introvert learners are likely to need a supportive and unthreatening classroom environment , so that they arewilling and able to take what they find to be difficult risk and try to use the foreign language. Teachers need to beaware of who the introverts and extroverts in the class are , and prevent the lat ter f rom doing all the talking. Morenaturally extrovert students may need to be reminded that comprehensible fluency is not sufficient for every context inwhich they will need to use the language. Accuracy will need to be emphasized.
B. Self-Esteem
Self2esteem is the most pervasive aspect of any human behavior. No success ful cognitive activity can be carriedout without some degree of self2esteem , self2confidence , knowledge of yourself , and belief in your own capabilities forthat activity. Malinowski in his The Problem of Meaning in Primitive L anguages (Ogden and Richards , 1923) notedthat all human beings have a need for emphatic communion2defining oneself and finding acceptance in expressing thatself in relation to valued others. A definition of self2esteem is as follows :[2 ] (P4 —5)By self2esteem , we refer to the evaluation which the individual makes and customarily maintains with regard tohimself : it expresses an at titude of approval of disapproval , and indicates the extent to which an individual believeshimself to be capable , significant , success ful and worthy. In short , self2esteem is a personal judgment of worthinessthat is expressed in the at titudes that the individual holds towards
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