scholarly journals The Extroverted Vs. the Introverted Personality and Second Language Learning

1987 ◽  
Vol 5 (1) ◽  
pp. 45 ◽  
Author(s):  
Paula Kezwer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Personality Assessment ◽  
Second Language Learning ◽  
Classroom Interaction ◽  
Classroom Teaching ◽  
Clear Correlation ◽  
Assessment Instruments ◽  
Second Language Proficiency

There have been a number of studies done to try to explain the effects of out goingness versus reservedness on second language learning. The results of these studies have often been contradictory with some showing a clear correlation between extroversion and success in learning a second language, others failing to demonstrate that there is a positive correlation between out goingness and second language proficiency. This paper presents a survey of all the major studies dealing with the influence of extroversion on second language learning. It is argued that among the reasons for the discrepancies in research results are the wide variety and dubious validity of the personality assessment instruments used; the nature of the tasks used to determine second language proficiency; and the structure of classroom interaction. The implications of extroversion and introversion for classroom teaching are also considered.

Using a Foreign Film to Improve Second Language Proficiency: Video vs. Interactive Multimedia

1996 ◽  
Vol 25 (2) ◽  
pp. 169-177 ◽  
Author(s):  
Darlene S. Cardillo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning ◽  
Interactive Multimedia ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Second Language Proficiency ◽  
Multimedia Technologies ◽  
Research Experiment

As increasing numbers of foreign language teachers are integrating foreign films into their curricula, more attention must be focused on ways and means to optimize students' comprehension of the film segments and to enhance second language learning. This article describes a study that was carried out to evaluate the effectiveness of video and interactive multimedia technologies in increasing language proficiency. Descriptions of a multimedia computer program and a research experiment are followed by a discussion of the results and conclusions obtained from this study.

Study abroad and the development of second language identities

2012 ◽  
Vol 3 (1) ◽  
pp. 173-193 ◽  
Author(s):  
Phil Benson, ◽  
Gary Barkhuizen, ◽  
Peter Bodycott, ◽  
Jill Brown,
Keyword(s):  
Second Language ◽  
Study Abroad ◽  
Language Learning ◽  
Language Proficiency ◽  
Sense Of Self ◽  
Self Concept ◽  
Second Language Proficiency ◽  
Language Identity ◽  
Hong Kong Students ◽  
Identity Based

AbstractMuch of the literature on study abroad outcomes focuses on language proficiency gains or on the influence of identity factors on opportunities for language learning. A smaller number of studies have looked at the influence of study abroad on participants' identities and have highlighted outcomes that might be placed under the heading of second language identity. Based on a review of this literature and a qualitative, narrative-based study of nine Hong Kong students participating in thirteen- and six-week study abroad programmes, this paper examines the construct of second language identity and its susceptibility to development in study abroad. Three main dimensions of second language identity are identified, related to (1) identity-related aspects of second language proficiency, or the ability to function as a person and express desired identities in a second language setting, (2) linguistic self-concept, or sense of self as a learner and user of the second language, and (3) second language-mediated aspects of personal competence. The study found that most of the students reported developments along all three of these dimensions, although there were variations among individuals that were related both to the duration of the programmes and individual goals and purposes.

scholarly journals The relationship between students’ second language learning anxiety and language proficiency

10.32698/0141 ◽  
2018 ◽  
Vol 1 (2) ◽  
pp. 50
Author(s):  
Asnadia Binti Alias ◽  
Nur Atikah Binti Noor Rashid
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Test Anxiety ◽  
Language Proficiency ◽  
Second Language Learning ◽  
English Language ◽  
Learning Anxiety ◽  
Language Learning Anxiety ◽  
Spearman Test ◽  
The Relationship

Students in Malaysian Polytechnics must enrol in a second language course as one of the compulsory courses offered by the institution. There is no placement test for polytechnics students to enrol in English language class. Therefore, students with different level of proficiency are mixed together in a classroom to learn English language. Consequently, students encountered difficulties in learning the second language due to feeling of anxiety. Hence, the aim of this study was to determine the correlation between students’ language learning anxiety and their language proficiency. This study involved of 96 semester three students from Civil Engineering Department, Politeknik Sultan Mizan Zainal Abidin which have been chosen randomly. A 33 item questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS) was analysed using SPSS 22. The study revealed that the students experienced moderate level of language learning anxiety. Correlations – Spearman Test was used to determine the relationship between students’ second language learning anxiety and language proficiency. Three types of anxiety was tested which are Test Anxiety, Communication Apprehension and Fear of Negative Evaluation. Correlations – Spearman Test demonstrated that only Test Anxiety showed significant relationship with students’ language proficiency. Several implications have been discussed to offer suggestions to the lecturers in dealing with students learning anxiety. Lecturers should be careful in correcting students’ error to avoid students feel humiliated. This is because students tend to feel anxious whenever lecturers correct their mistakes in the classroom. A further research should be carried out by using two approaches; qualitative and quantitative and adds more variables such as attitude and motivation towards learning a second language.

scholarly journals An Analysis of Simplification Strategies in a Reading Textbook of Japanese as a Foreign Language

2016 ◽  
Vol 6 (1) ◽  
pp. 9-33
Author(s):  
Kristina HMELJAK SANGAWA
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning

Reading is one of the bases of second language learning, and it can be most effective when the linguistic difficulty of the text matches the reader's level of language proficiency. The present paper reviews previous research on the readability and simplification of Japanese texts, and presents an analysis of a collection of simplified texts for learners of Japanese as a foreign language. The simplified texts are compared to their original versions to uncover different strategies used to make the texts more accessible to learners. The list of strategies thus obtained can serve as useful guidelines for assessing, selecting, and devising texts for learners of Japanese as a foreign language.

scholarly journals Authenticity of Identity and Second Language Learning

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110685
Author(s):  
Ying Wang
Keyword(s):  
Second Language ◽  
Social Context ◽  
Language Learning ◽  
Language Proficiency ◽  
Second Language Learning ◽  
Identity Theory ◽  
Target Language ◽  
Language Identity ◽  
Language Context ◽  
The Impact

This article focuses on authenticity of second language identity which has been at issue. Previous research of the authenticity of second language identity has revealed that second language identity may be inauthentic due to the impact from social context and the individual’s competence and desires. The discussion in this article aims at exploring causes for the possible inauthenticity of second language identity further. The discussion is carried out in a theoretical framework consisting of Sociocultural Identity Theory of Second Language Learning and Identity Theory. It is revealed that besides individual learners’ insufficient second language proficiency to support their free expression, contributive factors include: their possible disadvantageous position in power relations in a second language context, the lack of immediate and realistic social context, and the possible imagined membership in the target language community in a foreign language context. Based on the discussion, suggestions are made for second language teaching and learning practice.

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