Personality and second language learning

Alastair Ian SHARP

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

Abstract

This paper examines the relationships which exist between personality and second language learning and adds to the data available on the use of a highly respected personality indicator, the Myers Briggs Type Indicator (MBTI). Language learning and academic success are both highly correlated with intelligence, but research suggests that the importance of intelligence declines after high school age, partly because of the stronger effects of personality. This study places emphasis on the importance of personality in learning success and examines research evidence on the issue, discussing some of the inconsistent results that have been obtained. A study of 100 Hong Kong university undergraduates was carried out to add to this research base. The instruments used were the MBTI for personality traits, the Strategy Inventory for Language Learning (S.I.L.L.) for learning strategies and a standardized test for language proficiency. Significant statistical relationships were not found and the reasons for this are discussed.
Original languageEnglish
Pages (from-to)17-25
Number of pages9
JournalAsian Social Science
Volume4
Issue number11
DOIs
Publication statusPublished - 1 Nov 2008

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personality
learning success
language
learning
intelligence
academic success
personality traits
learning strategy
Hong Kong
university
school
evidence

Keywords

  • Hong Kong
  • Personality
  • intelligence
  • second language learning

Cite this

SHARP, Alastair Ian. / Personality and second language learning. In: Asian Social Science. 2008 ; Vol. 4, No. 11. pp. 17-25.
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Personality and second language learning. / SHARP, Alastair Ian.

In: Asian Social Science, Vol. 4, No. 11, 01.11.2008, p. 17-25.

Research output: Journal PublicationsJournal Article (refereed)Researchpeer-review

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AB - This paper examines the relationships which exist between personality and second language learning and adds to the data available on the use of a highly respected personality indicator, the Myers Briggs Type Indicator (MBTI). Language learning and academic success are both highly correlated with intelligence, but research suggests that the importance of intelligence declines after high school age, partly because of the stronger effects of personality. This study places emphasis on the importance of personality in learning success and examines research evidence on the issue, discussing some of the inconsistent results that have been obtained. A study of 100 Hong Kong university undergraduates was carried out to add to this research base. The instruments used were the MBTI for personality traits, the Strategy Inventory for Language Learning (S.I.L.L.) for learning strategies and a standardized test for language proficiency. Significant statistical relationships were not found and the reasons for this are discussed.

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