This book also focuses on analyzing each trait from the point of view of its higher and lower order structure, as well as from the affective, cognitive, behavioral, social and academic perspectives, apart from outlining the field of personality psychology. Personality traits are important in daily interaction, and are a significant factor in achieving educational goals also for second and foreign language (L2) learners. Consequently, studying the role of personality in the field of second language acquisition (SLA) appears to be of primary importance, especially because there has been little research on this subject. Moreover, general results pertaining to the role of personality in L2 are inconclusive. This book’s primary objective is to present a concise and updated picture of personality on the basis of the Big Five model, which is accessible for non-psychologists. The middle part of the book focuses on discussing potential merits and drawbacks of each trait for the purpose of the process of SLA, both from the formal and informal, theoretical and empirical points of view. The next part includes a description of an empirical study, whose main aim is to sensitize the reader to direct and indirect influences that personality may exert on L2 learning. The book closes with a concluding chapter aiming at clarifying directions for further empirical study of personality as well as issues in research methodology.
Author(s): Ewa Piechurska-Kuciel
Series: Second Language Learning and Teaching
Publisher: Springer
Year: 2020
Language: English
Pages: 238
City: Cham
Acknowledgements
Introduction
Contents
About the Author
Abbreviations
List of Figures
List of Tables
1 Personality: Definitions, Approaches and Theories
1.1 Personality: An Overview
1.1.1 Definitions of Personality
1.1.2 An Outline of Personality Approaches
1.2 Type and Trait Theories
1.2.1 Type Theories
1.2.2 Trait Theories
1.3 Personality Across the Life Span
2 The Big Five Traits and Their Ramifications
2.1 The Big Five
2.1.1 The Big Five Model
2.1.2 Five-Factor Theory
2.1.3 The Trait Hierarchy
2.1.4 The Measuring Tools
2.2 Neuroticism
2.2.1 The Higher and Lower Order Structure of Neuroticism
2.2.2 Consequences of Neuroticism
2.3 Extraversion
2.3.1 Higher and Lower Order Structure of Extraversion
2.3.2 Consequences of Extraversion
2.4 Openness to Experience
2.4.1 Higher and Lower Order Structure of Openness to Experience
2.4.2 Consequences of Openness to Experience
2.5 Agreeableness
2.5.1 The Higher and Lower Order Structure of Agreeableness
2.5.2 Consequences of Agreeableness
2.6 Conscientiousness
2.6.1 The Higher and Lower Order Structure of Conscientiousness
2.6.2 Consequences of Conscientiousness
2.7 Gender and Age Differences in the Big Five
2.8 The Big Five Across a Lifespan
3 The Big Five from the SLA Perspective
3.1 Second Language Acquisition: An Overview
3.1.1 Basic Terminology
3.1.2 Uniqueness of SLA
3.1.3 Individual Learner Differences
3.2 Studying Personality in SLA
3.2.1 Why Study Personality in SLA?
3.2.2 Problems with Studying Personality in SLA
3.3 Personality Traits in SLA
3.3.1 Neuroticism in SLA
3.3.2 Extraversion in SLA
3.3.3 Openness to Experience in SLA
3.3.4 Agreeableness in SLA
3.3.5 Conscientiousness in SLA
3.3.6 Empirical Research on Personality in SLA with No Effects
4 The Big Five Study in SLA: Future Directions and Pedagogical Implications
4.1 Personality Research
4.1.1 Personality Traits and SLA: Now and Next
4.1.2 Dealing with Inconsistencies
4.1.3 Looking for Trait Clusters
4.2 Pedagogical Interventions
4.3 Final Comments
References
Author Index
Subject Index
