How do personality traits like extraversion and introversion influence students’ oral performance in second language learning? This qualitative field study explores that question through classroom observation and questionnaires in an 8th-grade English class at a German high school. The author investigates whether extraverted students participate more and speak more fluently, and whether introverted students may outperform in areas such as vocabulary use or grammatical accuracy. The findings highlight that introverted learners possess unique strengths in language learning, encouraging a more differentiated and inclusive approach to teaching speaking skills in foreign language education.
Table of Contents
- 1. Introduction
- 2. Theoretical Background
- 2.1 Second Language Acquisition
- 2.2 Individual Differences in Second Language Acquisition
- 2.2.1 Extraversion and Introversion
- 2.3 Oral Performance
- 2.3.1 Speaking
- 2.3.2 Fluency and Accuracy in Speaking
- 2.3.3 Oral Performance in the Core Curriculum
- 3. Empirical Study
- 3.1 Methodology
- 3.1.1 Research Questions
- 3.1.2 Methodological Approach
- 3.1.3 Subjects
- 3.1.4 Elicitation Procedure
- 3.1.5 Data Analysis
- 3.2 Research Results
- 3.3 Discussion
- 3.1 Methodology
- 4. Conclusion
- 5. References
- 6. Appendixes
Objective & Thematic Focus
This paper aims to challenge the common stereotype that introverted students struggle with speaking in class and that extraverted students inherently perform better orally. It investigates whether and how extravert and introvert personality traits influence students' second language oral performance, specifically examining if extraverted students show superior oral performance in a second language compared to introverted students.
- Second Language Acquisition (SLA)
- Individual Differences in Language Learning
- Extraversion and Introversion Personality Traits
- Oral Performance in Second Language
- Speaking Fluency and Accuracy
- Qualitative Classroom Observation
Excerpt from the Book
Extraversion and Introversion in Students' Second Language Oral Performance
Carl Jung was one of the first to conceptualize extraversion as a distinct personality trait from introversion (Walker, 2020: 159). According to Jung, extraverts are other-directed, having an outward flow of personal energy in the social environment (Walker, 2020: 159f.). On the other hand, he characterized introverts as inner-directed and that they have an inward flow of personal energy (Walker, 2020: 160). One of the key researchers of extraversion and introversion was Hans Eysenck, who not only came up with the ‘three-component construct' but also gave very detailed portraits of extraverted and introverted people. To Eysenck (1965: 59),
The typical extravert is sociable, likes parties, has many friends, needs to have people to talk to, and does not like reading or studying by himself. He craves excitement, takes chances, often sticks his neck out, acts on the spur of the moment, and is generally an impulsive individual. He [...] always has an answer ready, and generally likes change; he is carefree, optimistic [...]. He [...] tends to be aggressive, and loses his temper quickly. Altogether, his feelings are not kept under tight control [...].
Contrary to that, Eysenck (1965: 59f.) describes that
The typical introvert [...] is a quiet, retiring sort of person, introspective, fond of books rather than people; he is reserved and distant except with intimate friends. He tends to plan ahead, [...] and distrusts the impulse of the moment. He does not like excitement, takes matters of everyday life with proper seriousness, and likes well-ordered mode of life. He keeps his feelings under close control, [...] and does not lose his temper easily. He is [...] somewhat pessimistic [...].
One characteristic of extraverts that plays a vital role in language learning is sociability. Extroverted students are often argued by language teachers to have more opportunities to converse in the target language because they create more situations for conversation (Kezwer, 1987: 45). As a result, the students' proficiency in the second language will improve (Kezwer, 1987: 45). Several studies have been conducted looking at the effects of extraversion versus introversion on second language learning since intuition is not sufficient evidence to support a relationship between extraversion and success (Kezwer, 1987: 45). These studies have often been showing contrary results, with some studies proving positive relation between extraversion and success in second language learning, others failing to show any relation at all and some even demonstrating a negative relation between extraversion and success in second language learning (Kezwer, 1987: 45).
Chapter Summaries
1. Introduction: This chapter introduces the study's aim to challenge stereotypes about introverted students' oral performance and outlines the theoretical concepts of Second Language Acquisition, individual differences, and oral performance that will be discussed.
2. Theoretical Background: This section provides foundational knowledge on Second Language Acquisition (SLA), individual differences, focusing on extraversion and introversion, and the components of oral performance including speaking, fluency, and accuracy.
3. Empirical Study: This chapter details the research methodology, including the two main research questions, the qualitative field study approach, the subjects (8th-grade German high school students), the elicitation procedure (questionnaires and observation templates), and the descriptive statistical analysis methods used.
4. Conclusion: This chapter summarizes the key findings, highlighting that extraverted students participate more and speak more fluently, while introverted students demonstrate better grammatical and reading skills, suggesting that neither group inherently performs better overall in second language oral skills.
Keywords
Second Language Acquisition, Extraversion, Introversion, Oral Performance, Speaking, Fluency, Accuracy, Individual Differences, Personality Traits, Classroom Observation, Qualitative Research, German Gymnasium, Language Learning.
Frequently Asked Questions
What is this paper generally about?
This paper investigates the relationship between students' personality traits (extraversion and introversion) and their oral performance in a second language, specifically English, aiming to challenge common stereotypes about introverted learners.
What are the central thematic areas?
The central thematic areas include Second Language Acquisition (SLA), individual differences in language learning, the specific personality traits of extraversion and introversion, and various aspects of oral performance such as speaking, fluency, and accuracy.
What is the primary objective or research question?
The primary objective is to determine if extravert and introvert personality traits affect students' second language oral performance, in what specific areas, and whether extraverted students inherently perform better orally than introverted students.
What scientific method is used?
The study employs qualitative research methods, primarily a field study using classroom observation and questionnaires, followed by descriptive statistical analysis of the collected data.
What is covered in the main body?
The main body covers the theoretical background of Second Language Acquisition, individual differences in personality (extraversion and introversion), and oral performance. It then details the empirical study, including its methodology, research results, and a discussion of those findings.
Which key terms characterize this work?
Key terms characterizing this work include Second Language Acquisition, Extraversion, Introversion, Oral Performance, Speaking, Fluency, Accuracy, Individual Differences, Personality Traits, Classroom Observation, Qualitative Research, and Language Learning.
How did the study address the "error of central tendency" in its questionnaire design?
To avoid the "error of central tendency," where respondents tend to choose neutral answers, the researcher specifically chose a four-point Likert scale for the questionnaire, eliminating a middle or neutral option and forcing a clear agreement or disagreement.
What were the specific findings regarding introverted students' performance compared to extraverted students?
While extraverted students participated more and spoke more fluently and confidently, introverted students demonstrated better usage of different word types, produced more grammatically correct sentences, and exhibited superior reading skills.
What are the pedagogical implications for teachers based on these findings?
The findings suggest that teachers should adjust their teaching styles to cater to both extraverted and introverted students' needs, recognizing that both personality types bring different strengths to the language learning process, and that no single approach fits all learners.
- Arbeit zitieren
- Melina Blass (Autor:in), 2022, Extraversion and Introversion in Students’ Second Language Oral Performance, München, GRIN Verlag, https://www.grin.com/document/1577015
