The book explores the relationships between the personality traits of Polish university students learning English as a foreign language and their use of language learning strategies (LLS). It provides a solid theoretical background for the investigation of the interface between the two constructs, describes the applied analytical procedures in detail, and reports the results and implications of a large-scale study. Chapter 1 presents multiple perspectives on the investigation of human personality and presents insights from a selection of studies into the role of personality in foreign language learning. Chapter 2 addresses the construct of LLS, while Chapter 3 links strategy use to other individual learner characteristics, with a focus on personality. Chapter 4 sets the methodological framework for the empirical investigation, describes the rationale for conducting the study, and includes a thorough description of analytical procedures. Chapter 5 presents the results of the study and highlights their pedagogical implications. Finally, limitations of the study are presented and some directions for future research are suggested. The monograph will be of interest to scholars investigating the role of personality in SLA as well as graduate and postgraduate students in applied linguistics.
Author(s): Jakub Przybył, Mirosław Pawlak
Series: Second Language Learning and Teaching
Publisher: Springer
Year: 2023
Language: English
Pages: 215
City: Cham
Preface
References
Contents
1 Approaches to Investigating Personality
1.1 Introduction
1.2 Research Paradigms in Investigations of Personality
1.2.1 Psychodynamic Theories
1.2.2 Behaviorist Perspective
1.2.3 Phenomenological (Humanistic) Approach
1.2.4 Cognitive Social Learning Approaches
1.2.5 The Trait Approach
1.3 The Five Factor Model of Personality
1.3.1 Historical Perspective
1.3.2 Major Theoretical Assumptions of the Five Factor Model
1.3.3 The ‘Big’ Five Personality Traits
1.4 Conclusion
References
2 Language Learning Strategies
2.1 Introduction
2.2 Good Language Learner Studies
2.3 The Construct of LLS
2.3.1 Early Definitions of LLS
2.3.2 Strategy Features
2.3.3 Recent Approaches to Conceptualizing LLS
2.4 Classifications of LLS
2.4.1 Rubin’s (1981) Classification of LLS
2.4.2 LLS Classification by O’Malley et al. (1985)
2.4.3 Oxford’s (1986, 1989/1990) Early Taxonomies of LLS
2.4.4 Macaro’s (2001, 2007, 2018) Classifications of LLS
2.4.5 Griffith’s (2013) Taxonomy of LLS
2.4.6 Cohen’s (1998, 2014) Typologies of LLS
2.4.7 Oxford’s (2011, 2017) Classification of LLS
2.5 LLS and the Concept of Self-regulation
2.5.1 Theoretical Assumptions and Models of Self-regulated Learning (SRL)
2.5.2 Selected Studies Investigating SRL
2.5.3 Self-regulated Language Learning (SRLL)
2.5.4 Empirical Investigations of SRLL
2.6 Variables Affecting LLS Use
2.6.1 The Language Learnt
2.6.2 Language Learning Experience
2.6.3 Cultural Variables
2.6.4 Age
2.6.5 Gender
2.6.6 Learners’ Beliefs
2.6.7 Learning Styles
2.6.8 Language Aptitude
2.6.9 Motivation
2.6.10 Language Learning Attainment
2.6.11 Language Learning Task
2.7 Conclusion
References
3 Research into the Role of Personality in L2 Learning
3.1 Introduction
3.2 Personality and L2 Use in Different Contexts
3.3 Personality and L2 Attainment
3.4 Personality and Specific L2 Skills
3.5 Personality and Affective Variables
3.6 Personality and the Use of LLS
3.7 Conclusion
References
4 Methodology of the Research Project
4.1 Introduction
4.2 Pilot Study
4.2.1 Participants, Data Collection, and Research Instruments
4.2.2 Preliminary Findings and Implications for the Main Study
4.3 The Design of the Main Study
4.3.1 Research Questions
4.3.2 Participants
4.3.3 Research Instruments
4.3.4 Data Collection
4.3.5 Analytical Procedures
4.4 Conclusion
References
5 Findings of the Research Project
5.1 Introduction
5.2 Participants’ Reports of LLS Use and Personality Traits
5.2.1 LLS Use
5.2.2 Personality Traits
5.3 Participants’ Profiles
5.3.1 Results of Two-Step Cluster Analysis
5.3.2 Results of k-means Cluster Analysis
5.4 Semi-structured Interviews
5.5 Discussion
5.5.1 Participants’ Use of LLS
5.5.2 Participants’ Personality Traits
5.5.3 Clusters of Language Learners Distinguished by LLS Use and Personality Traits
5.5.4 Limitations of the Study
5.6 Conclusion
References
6 Conclusions, Pedagogical Implications, and Directions for Future Research
References
Appendices
Appendix A: Values of Bivariate Item-Scale Spearman’s Correlation Coefficients for LLS Scales
Appendix B: Values of Bivariate Item-Scale Spearman’s Correlation Coefficients for Personality Scales
Appendix C: Interview Guide (Translated into English): The Relationships Between LLS and the Learner’s Personality
