This study investigates the commonly-held belief in the SLA community that second language acquisition is somehow influenced by the learner’s personality. It builds on previous research on the relation between one personality variable, extraversion, and second language acquisition but is innovative in three ways. First, it examines L2 learners’ speech production in two rather than one L2 and thus puts to the test the hypothesis that the effect of extraversion is stable across different target languages (Dewaele and Furnham 2000). Secondly, whereas most previous studies have investigated the effect of extraversion on fluency (e.g. Rossier 1976, Tapasak, Roodin and Vaught 1978, Busch 1982, Dewaele 1998) this study also looks at the potential effect of this variable on the linguistic accuracy and complexity of learners’ L2 speech production. Thirdly, whereas previous studies were mostly cross-sectional in design, this study adds a longitudinal perspective by considering to what extent the effect of the extraversion–introversion dimension on the fluency, complexity and accuracy of learners’ L2 production remains stable over time. Participants were 25 Dutch-speaking secondary school students learning both English and French as foreign languages in Flanders, Belgium.
Baker‐Smemoe, Wendy, Dan P. Dewey, Jennifer Bown & Rob A. Martinsen
2014. Variables Affecting L2 Gains During Study Abroad. Foreign Language Annals 47:3 ► pp. 464 ff.
Coker, Crystal & Florin Mihai
2017. Personality Traits and Second Language Acquisition: The Influence of the Enneagram on Adult ESOL Students. TESOL Journal 8:2 ► pp. 432 ff.
Dewaele, Jean-Marc
2007. Predicting Language Learners' Grades in the L1, L2, L3 and L4: The Effect of Some Psychological and Sociocognitive Variables. International Journal of Multilingualism 4:3 ► pp. 169 ff.
Dewaele, Jean-Marc
2012. Personality: Personality Traits as Independent and Dependent Variables. In Psychology for Language Learning, ► pp. 42 ff.
Dewaele, Jean‐Marc
2012. Personality in Second Language Acquisition. In The Encyclopedia of Applied Linguistics,
Gherghel, Claudia, Shoko Yasuda & Yosuke Kita
2021. How should time abroad be spent? Effects of social interaction and out-of-class study time while abroad on foreign language proficiency and use. Journal of Multilingual and Multicultural Development► pp. 1 ff.
Kim, Jongmin & Hossein Nassaji
2018. Incidental focus on form and the role of learner extraversion. Language Teaching Research 22:6 ► pp. 698 ff.
Moyer, A.
2014. Exceptional Outcomes in L2 Phonology: The Critical Factors of Learner Engagement and Self-Regulation. Applied Linguistics 35:4 ► pp. 418 ff.
Moyer, Alene
2017. Autonomy in second language phonology: Choice vs. limits. Language Teaching 50:3 ► pp. 395 ff.
Ockey, Gary
2011. Self‐consciousness and Assertiveness as Explanatory Variables of L2 Oral Ability: A Latent Variable Approach. Language Learning 61:3 ► pp. 968 ff.
Ożańska-Ponikwia, Katarzyna
2017. Extraverts and Introverts in the FL Classroom Setting. In At the Crossroads: Challenges of Foreign Language Learning [Second Language Learning and Teaching, ], ► pp. 93 ff.
Piechurska-Kuciel, Ewa
2021. Positive Predictive Value of Extraversion in Diagnosing L2 WTC. In New Perspectives on Willingness to Communicate in a Second Language [Second Language Learning and Teaching, ], ► pp. 135 ff.
Przybył, Jakub & Mirosław Pawlak
2023. Research into the Role of Personality in L2 Learning. In Personality as a Factor Affecting the Use of Language Learning Strategies [Second Language Learning and Teaching, ], ► pp. 119 ff.
Teimouri, Yasser, Luke Plonsky & Farhad Tabandeh
2022. L2 grit: Passion and perseverance for second-language learning. Language Teaching Research 26:5 ► pp. 893 ff.
This list is based on CrossRef data as of 27 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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