Personality Factors

Myers-Briggs

The Myers-Briggs Type Indicator (MBTI) assessment is a psychometric questionnaire designed to measure psychological preferences in how people perceive the world and make decisions.

Carl Jung

He proposed the existence of two dichotomous pairs of cognitive functions:

The "rational" (judging) functions: thinking and feeling

The "irrational" (perceiving) functions: sensing and intuition

Jung went on to suggest that these functions are expressed in either an introverted or extraverted form.

Myers-Briggs Type Imdicator (MBTI)

Myers-Briggs typology model regards personality type as similar to left or right handedness.

The MBTI sorts some of these psychological differences into four opposite pairs, or "dichotomies," with a resulting 16 possible psychological types.

The 16 different types are often referred to by an abbreviation of four letters, the initial letters of each of their four type preferences (except in the case of iNtuition, which uses N to distinguish it from Introversion). For instance:

ESTJ - Extraversion, Sensing, Thinking, Judging INFP - Introversion, iNtuition, Feeling, Perceiving

Sensing

They learn from reports of observable facts and happenings.

They Prefer physical Sense-based input.

They work hard in a systematic way.

They put attention to details.

Lack of clear sequence, goals or structure in the language.

Intuitive Types

They learn from flashes of insight, using their imagination.

They grasp the general cocepts rather than the details.

They have the ability to guess from the context.

They structure their own training, conceptualizing and model-building.

They can be hindered for inaccuracy and missing important details.

Thinking Types

They learn from impersonal circumstances.

And logical sequences.

They have the ability to analize.

Discipline. They can suffer

from performance anxiety because their self-steem is attached to achievement.

Feeling Types They learn from

personalized circumstances and logical consequences.

They have the advantage of the strong desire to bond with the teacher.

They can become discouraged if not appreciated, and disrupted by lack of interpersonal harmony.

Judging (or closure-oriented) Types Learns more

effectevely by reflection.

Analysis Processes that

involve closure

They have the advantage of the sistematically working through a task.

They suffer from rigidity and intolerance of ambiguity.

Perceiving (or open-ended) types They learn through

negotiation Feeling Inductive process

that postpone closure

They are open Felxibility and

adaptability to change

New experiences They may suffer

from laziness and inconsistent pacing over the long haul.

Extroverts

They learn through concrete experiences

Contact with the outside world.

Relationship with others

They value group interaction and classwork done with other students.

They are willing to take conversational risks

They are dependent son outside stimulation and interaction.

Introverts

They learn in individual.

Independent situations that are involved with ideas and concepts.

They have the ability to concentrate ont eh task at hand as well as their self sufficiency

They need to process ideas before speaking that least to avoidance of linguistic risk-taking in conversation.

Id, ego and super-egoId - contains the basic drives, it is focused on selfishness and instant self-gratification, produced by the conflict between biological impulses and social restraints.

Ego - is the organized part of the personality structure which includes defensive, perceptual, intellectual-cognitive, and executive functions seeks to please the id’s drive in realistic ways, will benefit in the long term rather than bringing grief.

Super-ego - aims for perfection, deals with spiritual goals, and criticizes and prohibits drives, fantasies, feelings, and actions, acts in a socially appropriate manner, controls our sense of right and wrong and guilt and helps us fit into society by getting us to act in socially acceptable ways

Inhibition

High self-esteem resist threats

Fragile ego prevent from being threatened or harmed

Severe criticism leads to Inhibition; the teacher should create an environment that encourages students to use the language.

Play guessing and communication games, role play and sing songs, use plenty of group work, laugh with your students, have them share their fears in small groups.

Risk-Taking

A person with high self-esteem is not overcome by being laugh at and will try to express himself in another language despite the fact that he doesn’t now it will but he will succeed eventually.

The teacher must encourage students to take some risks, value them as persons for those risk they take (praise students for making sincere efforts to try out a language), and tame those excessively risky.

He should also use fluency exercises where errors are corrected at that time; give assignments to speak or write out a language.