Temperament as an indicator of language achievement
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Transcript of Temperament as an indicator of language achievement
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Temperament as An Temperament as An Indicator of Language Indicator of Language
AchievementAchievement
Patty TsaiPatty Tsai2013.09.302013.09.30
Instructor: Dr. Teresa HsuInstructor: Dr. Teresa Hsu
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Citation Ali Salmani Nodoushan, M. (2011). Temperament as An Indicator of Language Achievement. International Journal of Language Studies, 5(4), 33-52.
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Table of contentsTable of contents
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Methodology
Introduction
Literature Review
Conclusion
Results and Discussion
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IntroductionIntroduction
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IntroductionAmong varied factors studied by researchers, personality is a learner variable that has been associated with success in language learning and use.
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Purpose
The main aim of most of the works done on learner variables was to explain why some learners were more successful than others in second language acquisition.
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Literature reviewLiterature review
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Eysenck’s Personality Types
Introversion-Extroversion scale Introversion-Extroversion scale
Neu
roticism scale
Neu
roticism scale
Psychotic scale
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Definitions of 4 Psychotic factors
Sanguine
confidently optimistic and cheerful
Phlegmatic
undemonstrative man
Choleric
easily moved to anger
Melancholic
characterized by sadness
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Literature ReviewTemperament is that aspect of our personalities that is genetically based, inborn, there from birth or even before. That does not mean that a temperament theory rules out the role of environment; rather, a temperament theory does not focus on environment.
(Kasschau, 1985)
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Literature ReviewAs early as the 1980s, Stern noticed that extroverts are dominant in obtaining communication skills so they can achieve more talk opportunities whereas introverts are better language learners because of their analytic and systematic orientation.
(Stern, 1983)
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Literature Review
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Zhang concluded that extroverts learn a second language more easily because they are more risk-taking; they are not afraid of embarrassing themselves by speaking incorrectly, or by not being able to speak at all, so they do not miss the opportunities that can help their learning.
(Zhang, 2008)
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Method Method
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• 20 written expression items• 15 structure items • 15 word study items• 15 word recognition vocabulary items• 15 word production vocabulary items• 10 short-context-passage items• 10 reading comprehension items
U-Test
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The U-Test is a TOEFL-like proficiency test which consists of 100 items.
An example of structure items:
When ______ the conference? a. the doctor attended
b. did the doctor attend c. the doctor will attend d. the doctor’s attendance
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An example of the card:
Describe a classmate or colleague you often meet.
You should say:•Where you usually meet•When you first met•What topics you usually talk about
And say why you often meet
IELTS speaking test cards
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IELTS is a standardized test with a high enough reliability index.
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Structure of the Eysenck Personality Test_____________________________________________
Scale Item Numbers Totals_____________________________________________
Neuroticism 2.4.7..........52.55.57 24--------------------------------------------------------------------Extroversion 1.3.5………..51.53.56 24--------------------------------------------------------------------Lie Detection 6.12. 18. 24. 30 36. 42. 09
48. 54
Eysenck Personality Test
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The version of the test used in this study consisted of 57 Yes-No questions.
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Results and discussionResults and discussion
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Multivariate Tests
The p value was less than 0.01, it was concluded that there was a statistically significant effect for time. 19
< 0.01
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As figure 2 indicates, the sanguine group showed a greater gain in spoken performance than any of the other groups.
Factor analysis for SILL
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Sanguine
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Pearson’s correlation coefficients between extroversion/introversion and six factors
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The mean changes for the temperament groups were mathematically large.
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As table shows, the P value for treatment was statistically significant. Therefore, it was concluded that the main effect for group was significant.
T-test for differences between I-Group and E-Group
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< 0.01
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Discussions I. The sanguine and the choleric groups outperformed the
other groups. The sanguine group had the best results.
II. Extroverts appeared to be better language learners than introverts.
III. It seems that such individual characteristics as being carefree, talkative, easygoing, sociable, etc. are conductive to language learning.
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Conclusion Conclusion
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Conclusion
The study found that extroverts had an advantage over introverts in their achievement in speaking classes.
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Limitations
In this study, the number of participants is not that promising.
Moreover, the people studied in this research belonged to the intermediate-proficiency group, and the researcher cannot be sure if the same results will be found in a study that involves beginners or advanced learners of English.
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My research plan
Oct.Oct.
Dec.Dec.
Dec.Dec.
Jan.Jan.
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Thank you for listening. Thank you for listening.