内外向性格对师范大学生英语水平的影响
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摘要
在许多英语教师和英语学习者的眼里,性格因素是影响语言学习成败的一个关键因素。而外向,内向则是性格构成因素之一。外向内向的区别指的是构成个体性格中的不同特点。大体上,外向性格的人喜欢社交,喜欢聚会,有许多朋友而且需要兴奋,他们追寻感动,喜欢冒险,喜欢笑话,是充满活力的人。内向的人则与之相反,他们喜欢安静,更喜欢阅读胜过与人交流,有较少但亲密的朋友,通常也会避免参加令人兴奋的活动。
本研究旨在回答三个问题:一,师范大学英语专业学生的性格类型如何;二,英语专业学生内外向性格与语言水平的关系如何;三,内外向学生在英语水平上是否有差异。
对外向,内向的研究表明性格研究是很有意义的。因此,外向,内向在二语习得研究中被认为是重要的。关于外内向与二语习得的研究主要有两个假设,第一种认为外向型学习者在人际交流技巧方面学的较好。另一种则认为内向型学习者在学术认知水平方面更强。
但是,关于对师范大学英语专业学生在外内向性格与英语水平之间的关系方面的研究却很少。在中国,关于外内向性格与英语水平之间的关系的研究相对较少。因此,这一领域需要进一步研究,尤其是对特定受试的特别研究或者在特别学习条件下进行研究。本研究旨在研究师范大学英语专业学生外内向性格与英语水平之间的关系。
本研究中的研究工具包括:修改版艾森克性格调查问卷、2009年的专四考试分数和访谈。其中,调查问卷用来调查学生的性格类型;专四考试分数用来判断学生的英语水平;访谈作为问卷的补充以此更好的回答本研究的研究问题。定量数据用社会科学统计软件包(SPSS)13.0进行了分析,描述性数据统计,皮尔逊相关系数分析和独立样本T检验被用来回答本研究问题。对访谈中问题的回答也逐一展现并进行了讨论分析。结果如下段所示:
数据分析显示学生们的性格类型是多样的;外向与英语水平之间呈显著负相关;外向型学生与内向型学生之间无显著差异。访谈结果显示有些学生不了解他们的性格类型;一半学生认为性格类型与英语水平相关;一多半学生认为他们并不比与他们性格相反的人差;虽然一多半学生想改变性格或者想让老师去适应他们,但多数人并不知道该如何去改或如何向老师寻求帮助。
因此,外向内向因素是英语学习中的一个重要因素。此研究带给我们一些启示。更好的测试系统应该建立起来,它不仅应包括听,读和写,而且更应该包括说;英语教师要全面考虑学生们的性格一以及他们的需要;有两种适应学生的方法:一:教师要顺其自然;二:教师要针对不同性格的学生对讲课内容做调整;个性化教学不是一种学习方法,而是一种教育理念。
In the eyes of many language teachers and learners, personality factor constitutes a major factor contributing to success or failure in language learning. And extroversion and introversion is one aspect of personality. The extroversion/introversion distinction refers to one of several dimensions or traits which together compose an individual’s personality. In general, extraverts are sociable, like parties, have many friends and need excitements; they are sensation-seekers and risk-takers, like practical jokes and are lively and active. Conversely introverts are quiet, prefer reading to meeting people, have few but close friends and usually avoid excitement.
The study intends to answer the following three questions: first, what are the overall personality types of English majors in normal university; second, what is the relationship between extroversion/introversion and the language proficiency of English majors; third, are there any differences between extroverts and introverts in English language proficiency.
Researches on extroversion and introversion have shown that the study of personality does hold considerable promise. Thus, extroversion and introversion is thought to be important in individual learner studies in second language acquisition. Regarding to the relationship between extroversion/introversion and L2 study, there are two major hypotheses. The first is that extroverted learners will do better in acquiring basic interpersonal communication skills (BICS). While the second hypothesis is that introverted learners will perform better in developing cognitive academic language proficiency (CALP).
However, researches on the relationship between extroversion/introversion and language proficiency about English majors in normal universities are rare. In China, relatively fewer papers are concerned with the relationship between extroversion/introversion and language proficiency. Thus, this area need further research especially on the exactness in certain range of subjects or in different learning situations. This research aims to investigate the relationship between extroversion/introversion and language proficiency based on English majors in normal university.
The instruments used in this study are Eysenck Personality Questionnaire— Revised(EPQ-R) which aims to test the personality types of the subjects, and the scores taken from TEM-4(2009) to measure English proficiency of the participants. Besides, an interview which better answers for the research questions is also used as a supplement to the questionnaire. The quantitative data are analyzed with Statistical Package for Social Science 13.0 (SPSS). Descriptive statistics, Pearson Correlation analysis and Independent-Samples T-test are used to answer the research questions in this study. All the answers to the questions in interview are also presented in sequence and discussed later. The results are as follows:
The statistical results indicate that students’personality types are varied; there is a significant negative relationship between extroversion and English language proficiency; and extroverts and introverts do not have significant differences in English language proficiency. Results from the interview show that some students hold wrong views on their personality types; half of the participants think there is a relationship between personality types and English learning; more than half participants think they are not worse than their counterparts; and though more than half want to change their personality or want their teachers to fit them, most of them are confused of how to change or how to find help from their teachers.
In conclusion, extroversion and introversion factor is a very important factor in English language learning process. This study has given some implications. A better testing system would be built up using reading, listening, and writing measures, as well as oral test procedures; English teachers have to consider thoroughly on students’personality. Introvert/extrovert learners’needs should be considered; there are generally two ways for teachers to adapt for different students: first, teachers can be in accordance with its natural tendency,second, instruction for learner differences should be adapted; individualized teaching is not a kind of learning method, but one education idea.
本研究旨在回答三个问题:一,师范大学英语专业学生的性格类型如何;二,英语专业学生内外向性格与语言水平的关系如何;三,内外向学生在英语水平上是否有差异。
对外向,内向的研究表明性格研究是很有意义的。因此,外向,内向在二语习得研究中被认为是重要的。关于外内向与二语习得的研究主要有两个假设,第一种认为外向型学习者在人际交流技巧方面学的较好。另一种则认为内向型学习者在学术认知水平方面更强。
但是,关于对师范大学英语专业学生在外内向性格与英语水平之间的关系方面的研究却很少。在中国,关于外内向性格与英语水平之间的关系的研究相对较少。因此,这一领域需要进一步研究,尤其是对特定受试的特别研究或者在特别学习条件下进行研究。本研究旨在研究师范大学英语专业学生外内向性格与英语水平之间的关系。
本研究中的研究工具包括:修改版艾森克性格调查问卷、2009年的专四考试分数和访谈。其中,调查问卷用来调查学生的性格类型;专四考试分数用来判断学生的英语水平;访谈作为问卷的补充以此更好的回答本研究的研究问题。定量数据用社会科学统计软件包(SPSS)13.0进行了分析,描述性数据统计,皮尔逊相关系数分析和独立样本T检验被用来回答本研究问题。对访谈中问题的回答也逐一展现并进行了讨论分析。结果如下段所示:
数据分析显示学生们的性格类型是多样的;外向与英语水平之间呈显著负相关;外向型学生与内向型学生之间无显著差异。访谈结果显示有些学生不了解他们的性格类型;一半学生认为性格类型与英语水平相关;一多半学生认为他们并不比与他们性格相反的人差;虽然一多半学生想改变性格或者想让老师去适应他们,但多数人并不知道该如何去改或如何向老师寻求帮助。
因此,外向内向因素是英语学习中的一个重要因素。此研究带给我们一些启示。更好的测试系统应该建立起来,它不仅应包括听,读和写,而且更应该包括说;英语教师要全面考虑学生们的性格一以及他们的需要;有两种适应学生的方法:一:教师要顺其自然;二:教师要针对不同性格的学生对讲课内容做调整;个性化教学不是一种学习方法,而是一种教育理念。
In the eyes of many language teachers and learners, personality factor constitutes a major factor contributing to success or failure in language learning. And extroversion and introversion is one aspect of personality. The extroversion/introversion distinction refers to one of several dimensions or traits which together compose an individual’s personality. In general, extraverts are sociable, like parties, have many friends and need excitements; they are sensation-seekers and risk-takers, like practical jokes and are lively and active. Conversely introverts are quiet, prefer reading to meeting people, have few but close friends and usually avoid excitement.
The study intends to answer the following three questions: first, what are the overall personality types of English majors in normal university; second, what is the relationship between extroversion/introversion and the language proficiency of English majors; third, are there any differences between extroverts and introverts in English language proficiency.
Researches on extroversion and introversion have shown that the study of personality does hold considerable promise. Thus, extroversion and introversion is thought to be important in individual learner studies in second language acquisition. Regarding to the relationship between extroversion/introversion and L2 study, there are two major hypotheses. The first is that extroverted learners will do better in acquiring basic interpersonal communication skills (BICS). While the second hypothesis is that introverted learners will perform better in developing cognitive academic language proficiency (CALP).
However, researches on the relationship between extroversion/introversion and language proficiency about English majors in normal universities are rare. In China, relatively fewer papers are concerned with the relationship between extroversion/introversion and language proficiency. Thus, this area need further research especially on the exactness in certain range of subjects or in different learning situations. This research aims to investigate the relationship between extroversion/introversion and language proficiency based on English majors in normal university.
The instruments used in this study are Eysenck Personality Questionnaire— Revised(EPQ-R) which aims to test the personality types of the subjects, and the scores taken from TEM-4(2009) to measure English proficiency of the participants. Besides, an interview which better answers for the research questions is also used as a supplement to the questionnaire. The quantitative data are analyzed with Statistical Package for Social Science 13.0 (SPSS). Descriptive statistics, Pearson Correlation analysis and Independent-Samples T-test are used to answer the research questions in this study. All the answers to the questions in interview are also presented in sequence and discussed later. The results are as follows:
The statistical results indicate that students’personality types are varied; there is a significant negative relationship between extroversion and English language proficiency; and extroverts and introverts do not have significant differences in English language proficiency. Results from the interview show that some students hold wrong views on their personality types; half of the participants think there is a relationship between personality types and English learning; more than half participants think they are not worse than their counterparts; and though more than half want to change their personality or want their teachers to fit them, most of them are confused of how to change or how to find help from their teachers.
In conclusion, extroversion and introversion factor is a very important factor in English language learning process. This study has given some implications. A better testing system would be built up using reading, listening, and writing measures, as well as oral test procedures; English teachers have to consider thoroughly on students’personality. Introvert/extrovert learners’needs should be considered; there are generally two ways for teachers to adapt for different students: first, teachers can be in accordance with its natural tendency,second, instruction for learner differences should be adapted; individualized teaching is not a kind of learning method, but one education idea.
引文
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Busch,D.1982.“Introversion-extroversion and the EFL proficiency of Japanese students.”Language Learning 32:109-32.
Carl Jung, 1970. Collected Works. London: Routledge and Kegan Paul Volume 10 p 190-191.
Carter McNamara. 2000.“Analyzing, Interpreting and Reporting Basic Research Results.”(On-line). Authenticity Consulting, LLC.
Cathcart, R. W., M. A. Strong, and L. W. Fillmore. 1979.“Social and linguistic behavior of good language learners.”TESOL Quarterly No 267-274.
Chapelle, C. and C. Roberts. 1986.“Ambiguity tolerance and field independence as predictors of proficiency in English as a second language.”Language Learning 36: 27-45
Chastain, K. 1975.“Affective and ability factors in second language acquisition.”Language Learning No25, 153-161.
Collier, V.P. 1987. "Age and rate of acquisition of second language for academic purposes." TESOL Quarterly, 21, 617-641
Cronbach, L. and R. Snow. 1977. Aptitudes and Instructional Methods. New York: Irvington.
Cummins, J. 1979.“Cognitive/academic language proficiency, linguistic interdependence, the optimal age question and some other matters.”Working Papers on Bilingualism 19:197-205.
Cummins, J. 1980.“The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue.”TESOL Quarterly No 14, 175-87.
Cummins, J. 1981. Bilingualism and Minority Children, Ontario: Ontario Institute forStudies in Education
Cummins, J. 1984. Bilingualism and Special Education: Issues in Assessment and Pedagogy. Clevedon, Avon: Multilingual Matters
Ellis, R. 1994. The Study of Second Language Acquisition. N.Y. Oxford University Press
Eysenck, H. J. and S. B. G. Eysenck.1963. Eysenck Personality Inventory. San Diego: Educational and Industrial Testing Service.
Eysenck, H. J. 1967. The biological basis of personality. Springfield, IL: Thomas Publishing.
Eysenck, H.1970. The Structure of Human Personality. London: Routledge, Kegan, and Paul.
Eysenck, S. and J. Chan. 1982.“A comparative study of personality in adults and children: Hong Kong vs. England. Personality and Individual Differences 3: 153-60
Griffiths, R. 1991. Personality and second language learning: theory, research and practice. Singapore: SEAMED Regional Language Centre.
Jack C. Richards, John Platt, Heidi Platt. 1992. Longman Dictionary of Language Teaching and Applied Linguistics. Publisher: Addison Wesley Publishing Company, 2nd edition.
Jackson, D.N.1974. Personality research from manual. Goshen, NY: Research Psychologists Press.
J. Dewey.1961. The School and Society Press: Democracy and Education Press.
Johnson, K. 1983. Communicative Syllabus Design. Oxford: Pergamon.
K. Jervis and C. Montag. 1991. Progressive Education for the 1990s . New Jersey: Prentice Hall.
Klesmer, H. 1994.“Assessment and teacher perceptions of ESL student achievement. “English Quarterly, 26(3), 5-7.
Krashen, S. 1981. Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press.
Laney, Marti Olsen .2002. The Introvert Advantage: How to Thrive in an Extrovert World. Workman Publishing.
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