心理语言学论文.docVIP

The Relationship between Personality and Language Learning Strategies Abstract For several decades, researchers have shifted their attention from seeking the best teaching approaches to studying learners individual differences. More and more researchers agree that the following are important variables in which individual learners may differ: intelligence, language aptitude, personality (such as extraversion/introversion, perseverance, and anxiety), learning strategies, and attitudes towards the target language and its native speakers (Liu Runqing, 2004). It indicates that the previous researches on these variables have proved to be helpful in understanding SLL process (Skehan, 1989). Based on the previous researches and the relevant theories, this study focuses on two of the above variables: personality (extravcrsion/introversion) and language learning strategies, and is aimed at exploring the relationships among these: the extraversion/introversion (E/1) tendencies of Chinese students, their proficiency in English as a foreign language (EFL) and their foreign language learning (FLL) strategies employment. A survey study has been made among 110 senior high school students. Two self-report questionnaires ---Eysenck Personality Questionnaire (EPO) and Foreign Language Learning Strategies Questionnaire, and one language proficiency test---the College Entrance Examination (in Shanghai) have been administrated to them, in order to identify the students personality traits (E/1), their learning strategies and their foreign language proficiency. Key words: extraversion/introversion relationship English as a foreign language Proficiency foreign language learning strategies Introduction Background of This study For centuries, efforts have been made to look for the best teaching method in foreign language teaching (FLT)/second language teaching (SIT). Numerous methods are involved, but not one seems good enough to be universally accepted as the BEST.