Linguistics调整后Lecture15LanguageAcquisition幻灯片.pptVIP

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * That is all for Lecture Twelve Thank you.  * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Extroversion/introversion represents a continuum (i.e. individuals can be more or less extroverted), but it is possible to identify idealized types. Traditionally, it has often been assumed that learners who are extroverts will be better and faster L2 learners. Extroverts are generally more sociable and gregarious. They enjoy change and excitement. As such, it is thought that extroverts will be more willing to use the L2 in the class and, in ESL (English as a Second Language) contexts outside it, to ask and answer questions, without worrying too much about whether they make mistakes or look foolish. Especially if they are learning in the L2 environment extroverts will be more actively involved with the language than their introvert classmates. They will be more responsive to the input they get, be keener to try producing their own L2 utterances and so have more opportunity to build up and test about the language structure. The result should be that their overall proficiency should develop more quickly and to a higher level than that of their less active, less extrovert, classmates. In an EFL (English as a Foreign Language) environment where the classroom focus is more on the structure of the language, one might expect the extroverts to continue to take the opportunities that are offered to use the language, and thus develop their fluency. If L2 learners are more introverted, bookish, and reserved, they might be willing to spend more time studying and practicing the forms of the language, and thus develop a fuller and more accurate understanding of the language structure, than the extroverts. Data from experiments are not conclusive. A problem is that different researchers use different measures not only to identify introverts and extro