外向/内向与英语专业学生英语学习成绩的关系
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摘要
诸多因素对外语学习成绩的好坏产生或大或小的影响。其中，性格因素对外语学习的影响和作用一直很受关注。人们通常认为，一个人的性格是由一组特性所组成的，例如：外向和内向，神会和抑制，自尊心，冒险性，责任感等等。在外语教学实践中，无论是教师还是学生，都感到有些性格特性有利于外语学习，例如外向型特性，有些则不利于外语学习，例如内向型特性。本研究就是围绕外向／内向这一性格特性展开的。
同其他学习者因素相比较，有关性格因素对外语学习的影响的研究尚处在初级阶段。从七十年代起，西方一些研究者在研究学习者因素的过程中开始涉及性格因素，其中Gardner,Lambert,Bush,Strong,和Naiman等是比较有影响的人物。他们分别采用不同的方法对受试进行调查，试图揭示性格因素与外语学习成绩的关系。具体到外向／内向这一性格特性，主要存在两种假设：第一，外向型的学习者更善于掌握基本人际交流技能；第二，内向型的学习者更容易提高认知和学术语言能力。然而从各种研究中得到的数据还不足以证明以上两种假设的真实性。原因之一是，不同的研究者在测量外向、内向和外语学习成绩的关系时，使用的是不同的测量工具。
在中国，近十年来一些研究人员在对学习者因素进行研究的过程中，也开始研究性格因素对外语学习的影响。其中，吴一安、刘润清、文秋芳等人在此方面都取得了一定的成绩。他们的研究往往包含多个自变量，以便揭示各自变量与英语学习成绩的关系以及各自变量之间的关系，因此，涉及到外向／内向这一性格特性与英语学习成绩的关系时，这些研究所提供的数据显得不够具体和详实。例如，有些研究的确揭示了性格因素与受试在某一考试中总成绩之间的关系，但却很少有研究揭示外向／内向与各种语言技能之间的关系。而实际上，同一种性格特性对不同的语言技能会产生不同的影响。
本文作者在西安建筑科技大学外语系2000级1班和2班进行了问卷调查与个案研究，采用问卷、面谈、记录的研究方法搜集数据，在对搜集的数据进行了定性、定量分析之后发现：(1)在英语专业四级考试中，内向型学生的总成绩高于外向型学生的总成绩；外向／内向与写作成绩没有关系，与听写、听力理解、完形填空成绩关系不大，对阅读及语法词汇成绩的影响最为明显。(2)成绩好的学
生与成绩差的学生在外向／内向方面的最大区别在于前者的冒险性和冲动性明显
低于后者；成绩好的学生中大多数属于内向型性格。
基于以上调查结果，本文作者还给英语教师和英语专业学生提出了建议：
（1）柳币应该了解学生的性格差异，在组织教学、选用教材时既要考虑外向型学
生的特点，也要考虑内向型学生的特点，使各种性格的学生都能尽量受益。（2）
学生应该意识到在外语学习中，外向和内向各有利弊，前者趋于流利，后者趋于
准确。
This thesis reports a study in a Chinese context of extroversion/introversion and its relationship to English achievement of tertiary-level English majors. The data on personality type were collected through an Extroversion/Introversion Questionnaire, which was based on Eysenck Personality Inventory and was administered to 57 second-year English majors in Xi'an University of Architecture and Technology. The participants' English achievement was established by their scores on TEM 4, a nation-wide standardized English proficiency test taken on completion of their two-year intensive English program, the first part of their four-year BA degree. The relationship between extroversion/introversion and achievement was then examined through SPSS 10.0.
It was found that when the total scores in TEM 4 were concerned, the learners who were midway between extroversion and introversion performed best, and the introverted learners took the second place while the extroverted ones were the least proficient. When their achievement in each part of TEM 4 was taken into consideration, the participants with different personality types were equally proficient in Writing, and there were no significant differences in Dictation, Listening Comprehension and Cloze; however, great differences could be found in Grammar and Vocabulary, and Reading.
Furthermore, the study also attempted to find the differences relating to extroversion/introversion traits between relatively successful learners and unsuccessful learners. The statistics showed that significant differences did exist between them in two traits: successful learners were graded much lower than unsuccessful learners in risk-taking and impulsiveness.
The study adopts both qualitative and quantitative research to explore extroversion/introversion and English achievement of tertiary-level English majors in a Chinese context. The researcher intends to gather more evidence to support the hypothesis on which personality factors facilitate or inhibit foreign/second language learning, especially in a Chinese context.
Based on the investigation, the recommendations to both English teachers and English learners are presented.
同其他学习者因素相比较，有关性格因素对外语学习的影响的研究尚处在初级阶段。从七十年代起，西方一些研究者在研究学习者因素的过程中开始涉及性格因素，其中Gardner,Lambert,Bush,Strong,和Naiman等是比较有影响的人物。他们分别采用不同的方法对受试进行调查，试图揭示性格因素与外语学习成绩的关系。具体到外向／内向这一性格特性，主要存在两种假设：第一，外向型的学习者更善于掌握基本人际交流技能；第二，内向型的学习者更容易提高认知和学术语言能力。然而从各种研究中得到的数据还不足以证明以上两种假设的真实性。原因之一是，不同的研究者在测量外向、内向和外语学习成绩的关系时，使用的是不同的测量工具。
在中国，近十年来一些研究人员在对学习者因素进行研究的过程中，也开始研究性格因素对外语学习的影响。其中，吴一安、刘润清、文秋芳等人在此方面都取得了一定的成绩。他们的研究往往包含多个自变量，以便揭示各自变量与英语学习成绩的关系以及各自变量之间的关系，因此，涉及到外向／内向这一性格特性与英语学习成绩的关系时，这些研究所提供的数据显得不够具体和详实。例如，有些研究的确揭示了性格因素与受试在某一考试中总成绩之间的关系，但却很少有研究揭示外向／内向与各种语言技能之间的关系。而实际上，同一种性格特性对不同的语言技能会产生不同的影响。
本文作者在西安建筑科技大学外语系2000级1班和2班进行了问卷调查与个案研究，采用问卷、面谈、记录的研究方法搜集数据，在对搜集的数据进行了定性、定量分析之后发现：(1)在英语专业四级考试中，内向型学生的总成绩高于外向型学生的总成绩；外向／内向与写作成绩没有关系，与听写、听力理解、完形填空成绩关系不大，对阅读及语法词汇成绩的影响最为明显。(2)成绩好的学
生与成绩差的学生在外向／内向方面的最大区别在于前者的冒险性和冲动性明显
低于后者；成绩好的学生中大多数属于内向型性格。
基于以上调查结果，本文作者还给英语教师和英语专业学生提出了建议：
（1）柳币应该了解学生的性格差异，在组织教学、选用教材时既要考虑外向型学
生的特点，也要考虑内向型学生的特点，使各种性格的学生都能尽量受益。（2）
学生应该意识到在外语学习中，外向和内向各有利弊，前者趋于流利，后者趋于
准确。
This thesis reports a study in a Chinese context of extroversion/introversion and its relationship to English achievement of tertiary-level English majors. The data on personality type were collected through an Extroversion/Introversion Questionnaire, which was based on Eysenck Personality Inventory and was administered to 57 second-year English majors in Xi'an University of Architecture and Technology. The participants' English achievement was established by their scores on TEM 4, a nation-wide standardized English proficiency test taken on completion of their two-year intensive English program, the first part of their four-year BA degree. The relationship between extroversion/introversion and achievement was then examined through SPSS 10.0.
It was found that when the total scores in TEM 4 were concerned, the learners who were midway between extroversion and introversion performed best, and the introverted learners took the second place while the extroverted ones were the least proficient. When their achievement in each part of TEM 4 was taken into consideration, the participants with different personality types were equally proficient in Writing, and there were no significant differences in Dictation, Listening Comprehension and Cloze; however, great differences could be found in Grammar and Vocabulary, and Reading.
Furthermore, the study also attempted to find the differences relating to extroversion/introversion traits between relatively successful learners and unsuccessful learners. The statistics showed that significant differences did exist between them in two traits: successful learners were graded much lower than unsuccessful learners in risk-taking and impulsiveness.
The study adopts both qualitative and quantitative research to explore extroversion/introversion and English achievement of tertiary-level English majors in a Chinese context. The researcher intends to gather more evidence to support the hypothesis on which personality factors facilitate or inhibit foreign/second language learning, especially in a Chinese context.
Based on the investigation, the recommendations to both English teachers and English learners are presented.
引文
1. In general psychology, personality has been explored in terms of a number of personal traits, which in aggregate are said to constitute the personality of an individual. Eysenck (1964), for instance, represented two general traits as dichotomies: extrovert/introvert and neurotic/stable. Cattell (1970), identifies a series of dichotomies, such as cool/warm, shy/venturesome, not assertive/dominant. Nevertheless, SLA researchers have developed their own battery of personality traits, and some even include cognitive style as a personality trait. The trait of extroversion/introversion is the major concern of this thesis.
2. Researchers present this concept in a number of terms, such as individual learner factors (Ellis, 1985), individual learner differences (Ellis, 1994), learner variables (Wen, 1997) and individual differences (Liu Run-qing, 1995). Any of the above terms, which appears in this thesis, refers to the same concept.
3. I am grateful to Miss Zhu Yin for her valuable assistance in the production of the Extroversion/Introversion Questionnaire.
4. For many years, researchers have been interested in dictation as a test for learners of English as a foreign language. In the 1970s, dictation tests were seen as being useful tests of general language proficiency (Oller 1979). That is, they were not simply tests of listening skill, but drew on a more generalisable core of language knowledge.
5. Much to my regret, this study dose not reveal the relationship between extroversion/introversion and basic interpersonal communication skills (BICS) mainly due to the fact that TEM 4 is not a satisfactory measurement for BICS.
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Bransford, J. & Johnson, M. 1972, "Consideration of Some Problems of Comprehension", in W. Chase (Ed), Visual Information Processing [M]. New York: Academic Press.
Brown, H. D. 1987, Principles of Language Learning and Teaching [M]. Englewood Cliffs, NJ: Prentice Hall, Inc.
Busch, D. 1982, "Introversion-extroversion and the EFL Proficiency of Japanese Students" [J]. Language Learning Vol.32/1.
Carrell, P. L. & Prince, M. S. & Astika, G. G. 1996, "Personality Types and Language Learning in an EFL Context" [J]. Language Learning Vol. 46/1.
Carroll, J. B. 1990, "Cognitive Abilities and Foreign Language Aptitude: Then and Now", in T. S. Parry, & C. W. Stansfield (Eds.), Language Aptitude Reconsidered [M]. Englewood Cliffs, NJ: Prentice Hall Regents.
Cattell, R. 1970, Handbook for the 16 Personality Factor Questionnaire [M]. Champaign, Ill.:Institute for Personality and Ability Testing.
Chapelle, C. & Roberts, C. 1986, "Ambiguity Tolerance and Field Independence as Predictors of Proficiency in English as a Second Language [J]. Language Learning Vol. 36/1.
Clark, H. & Clark, E. 1977, Psychology and Language [M]. New York: Harcourt Brace Jovanovich.
Coan, R. & R. Cattell. 1966, Early School Personality Questionnaire [M]. Champaign,
Illinois: Institute for Personality and Ability Testing.
Dijk, T van & Kintsch, W. 1983, Strategies of Discourse Comprehension [M]. New York: Academic Press.
Ehrman, M. E. 1990, "The Role of Personality Type in Adult Language Learning: An Ongoing Investigation", in T. S. Parry & C. W. Stansfield (Eds.), Language Aptitude Reconsidered [M]. Englewood Cliffs, NJ: Prentice Hall Regents.
Ehrman, M. E. 1995, "Personality, Language Learning Aptitude, and Program Structure", paper presented at TESOL Convention, Long Beach, CA.
Ehrman, M. E. & Oxford, R. L. 1990, "Adult Language Learning Styles and Strategies in an Intensive Training Setting" [J]. Modern Language Journal Vol. 74.
Ehrman, M. E. & Oxford, R. L. 1995, "Cognition Plus: Correlates of Language Learning Success" [J]. Modern Language Journal Vol. 79.
Ellis, R. 1985, Understanding Second Language Acquisition [M]. Oxford: Oxford University Press.
Ellis, R. 1994, The Study of Second Language Acquisition [M]. Shanghai: Foreign Language Education Press.
Ely, C. 1986, "An Analysis of Discomfort, Risk-taking, Sociability, and Motivation in the L2 Classroom" [J]. Language Learning Vol. 36/1.
Eysenck, H. 1964, Manual for the Eysenck Personality Elementary [M]. London: London University Press.
Eysenck, H. 1970, The Structure of Human Personality [M]. London: Routledge, Kegan, and Paul.
Eysenck, S. & J. Chan. 1982, "A Comparative Study of Personality in Adults and Children: Hong Kong vs. England" [J]. Personality and Individual Differences Vol. 3.
Galbraith, V. & Gardner, R.C. 1988, Individual Difference Correlates of Second-language Achievement: An Annotated Bibliography [M]. London, Canada: University of Western Ontario.
Crrice, H. 1967, "Logic and Conversation", in P. Cole and J. Morgan (Eds), Syntax and Semantics Vol 3: Speech Acts [M]. New York: Seminar Press.
Griffiths, R. 1991, "Personality and Second-Language Learning: Theory, Research and
Practice", in Sadtano, E. (ed.), Language Acquisition and the Second/Foreign Language Classroom [M]. Singapore: SEAMEO Regional Language Centre.
Guiora, A., Brannon, R., & Dull, C. 1972, "Empathy and Second Language Learning" [J]. Language Learning Vol. 22/1.
Heaton, J.B. 1988, Writing English Language Tests [M]. London: Longman.
Heyde, A. 1979, "The Relationship Between Self-esteem and the Oral Production of a Second Language", unpublished doctoral dissertation, Ann Arbor: University of Michigan.
Krashen, S. 1981, Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon.
Larsen-Freeman, D. & Long, M. 1991, An Introduction to Second Language Acquisition Research [M]. London: Longman.
MacIntyre, P. & Gardner, R. 1989, "Anxiety and Second-language Learning: Toward a Theoretical Clarification" [J]. Language Learning Vol. 39/2.
Myers, I. B. & McCaulley, M. H. 1985, Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator [M]. Palo Alto, CA: Consulting Psychologists Press.
Naiman, N., Fr(?)hlich, M., Stern, H., & Todesco, A. 1978, The Good Language Learner, Research in Education Series No. 7 [M]. Toronto: The Ontario Institute for Studies in Education.
Oller, J. W. 1973, "Cloze Tests of Second Language Proficiency and What They Measure" [J]. Language Learning Vol. 23/1.
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Oxford, R. L. & Lavine, R. Z. 1992, "Teacher-student Style-wars in the Language Classroom: Research Insights and Suggestion" [J]. Bulletin of the Association of Departments of Foreign Languages Vol. 23.
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2. Researchers present this concept in a number of terms, such as individual learner factors (Ellis, 1985), individual learner differences (Ellis, 1994), learner variables (Wen, 1997) and individual differences (Liu Run-qing, 1995). Any of the above terms, which appears in this thesis, refers to the same concept.
3. I am grateful to Miss Zhu Yin for her valuable assistance in the production of the Extroversion/Introversion Questionnaire.
4. For many years, researchers have been interested in dictation as a test for learners of English as a foreign language. In the 1970s, dictation tests were seen as being useful tests of general language proficiency (Oller 1979). That is, they were not simply tests of listening skill, but drew on a more generalisable core of language knowledge.
5. Much to my regret, this study dose not reveal the relationship between extroversion/introversion and basic interpersonal communication skills (BICS) mainly due to the fact that TEM 4 is not a satisfactory measurement for BICS.
Altman, H. 1980, "Foreign Language Teaching: Focus on the Learner", in H. Altman & J. Vaughan (Eds.), Foreign Language Teaching: Meeting Individual Needs [M]. Oxford: Pergamon.
Bailey, K. M. 1983, "Competitiveness and Anxiety in Adult Second Language Learning: Looking at and Through the Diary Studies", in H. Seliger & M. Long (Eds.), Classroom Oriented Research in Second Language Acquisition [M]. Rowley, MA: Newbury House.
Bransford, J. & Johnson, M. 1972, "Consideration of Some Problems of Comprehension", in W. Chase (Ed), Visual Information Processing [M]. New York: Academic Press.
Brown, H. D. 1987, Principles of Language Learning and Teaching [M]. Englewood Cliffs, NJ: Prentice Hall, Inc.
Busch, D. 1982, "Introversion-extroversion and the EFL Proficiency of Japanese Students" [J]. Language Learning Vol.32/1.
Carrell, P. L. & Prince, M. S. & Astika, G. G. 1996, "Personality Types and Language Learning in an EFL Context" [J]. Language Learning Vol. 46/1.
Carroll, J. B. 1990, "Cognitive Abilities and Foreign Language Aptitude: Then and Now", in T. S. Parry, & C. W. Stansfield (Eds.), Language Aptitude Reconsidered [M]. Englewood Cliffs, NJ: Prentice Hall Regents.
Cattell, R. 1970, Handbook for the 16 Personality Factor Questionnaire [M]. Champaign, Ill.:Institute for Personality and Ability Testing.
Chapelle, C. & Roberts, C. 1986, "Ambiguity Tolerance and Field Independence as Predictors of Proficiency in English as a Second Language [J]. Language Learning Vol. 36/1.
Clark, H. & Clark, E. 1977, Psychology and Language [M]. New York: Harcourt Brace Jovanovich.
Coan, R. & R. Cattell. 1966, Early School Personality Questionnaire [M]. Champaign,
Illinois: Institute for Personality and Ability Testing.
Dijk, T van & Kintsch, W. 1983, Strategies of Discourse Comprehension [M]. New York: Academic Press.
Ehrman, M. E. 1990, "The Role of Personality Type in Adult Language Learning: An Ongoing Investigation", in T. S. Parry & C. W. Stansfield (Eds.), Language Aptitude Reconsidered [M]. Englewood Cliffs, NJ: Prentice Hall Regents.
Ehrman, M. E. 1995, "Personality, Language Learning Aptitude, and Program Structure", paper presented at TESOL Convention, Long Beach, CA.
Ehrman, M. E. & Oxford, R. L. 1990, "Adult Language Learning Styles and Strategies in an Intensive Training Setting" [J]. Modern Language Journal Vol. 74.
Ehrman, M. E. & Oxford, R. L. 1995, "Cognition Plus: Correlates of Language Learning Success" [J]. Modern Language Journal Vol. 79.
Ellis, R. 1985, Understanding Second Language Acquisition [M]. Oxford: Oxford University Press.
Ellis, R. 1994, The Study of Second Language Acquisition [M]. Shanghai: Foreign Language Education Press.
Ely, C. 1986, "An Analysis of Discomfort, Risk-taking, Sociability, and Motivation in the L2 Classroom" [J]. Language Learning Vol. 36/1.
Eysenck, H. 1964, Manual for the Eysenck Personality Elementary [M]. London: London University Press.
Eysenck, H. 1970, The Structure of Human Personality [M]. London: Routledge, Kegan, and Paul.
Eysenck, S. & J. Chan. 1982, "A Comparative Study of Personality in Adults and Children: Hong Kong vs. England" [J]. Personality and Individual Differences Vol. 3.
Galbraith, V. & Gardner, R.C. 1988, Individual Difference Correlates of Second-language Achievement: An Annotated Bibliography [M]. London, Canada: University of Western Ontario.
Crrice, H. 1967, "Logic and Conversation", in P. Cole and J. Morgan (Eds), Syntax and Semantics Vol 3: Speech Acts [M]. New York: Seminar Press.
Griffiths, R. 1991, "Personality and Second-Language Learning: Theory, Research and
Practice", in Sadtano, E. (ed.), Language Acquisition and the Second/Foreign Language Classroom [M]. Singapore: SEAMEO Regional Language Centre.
Guiora, A., Brannon, R., & Dull, C. 1972, "Empathy and Second Language Learning" [J]. Language Learning Vol. 22/1.
Heaton, J.B. 1988, Writing English Language Tests [M]. London: Longman.
Heyde, A. 1979, "The Relationship Between Self-esteem and the Oral Production of a Second Language", unpublished doctoral dissertation, Ann Arbor: University of Michigan.
Krashen, S. 1981, Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon.
Larsen-Freeman, D. & Long, M. 1991, An Introduction to Second Language Acquisition Research [M]. London: Longman.
MacIntyre, P. & Gardner, R. 1989, "Anxiety and Second-language Learning: Toward a Theoretical Clarification" [J]. Language Learning Vol. 39/2.
Myers, I. B. & McCaulley, M. H. 1985, Manual: A Guide to the Development and Use of the Myers-Briggs Type Indicator [M]. Palo Alto, CA: Consulting Psychologists Press.
Naiman, N., Fr(?)hlich, M., Stern, H., & Todesco, A. 1978, The Good Language Learner, Research in Education Series No. 7 [M]. Toronto: The Ontario Institute for Studies in Education.
Oller, J. W. 1973, "Cloze Tests of Second Language Proficiency and What They Measure" [J]. Language Learning Vol. 23/1.
Oller, J. W. 1979, Language Tests at School [M]. London: Longman.
Oxford, R. L. 1992, "Who Are Our Students? A Synthesis of Foreign and Second Language Research on Individual Differences" [J]. TESL Canada Journal Vol. 9.
Oxford, R. L. & Ehrman, M. E. 1993, "Second Language Research on Individual Differences" [J]. Annual Review of Applied Linguistics Vol. 13.
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