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Extroversion/Introversion in Foreign Language Learning: Interactions with Learner Strategy Use New edition [Mīkstie vāki]

  • Formāts: Paperback / softback, 159 pages, height x width: 220x150 mm, weight: 260 g
  • Sērija : Linguistic Insights 67
  • Izdošanas datums: 08-Jun-2009
  • Izdevniecība: Verlag Peter Lang
  • ISBN-10: 3039115960
  • ISBN-13: 9783039115969
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Extroversion/Introversion in Foreign Language Learning: Interactions with Learner Strategy Use New editionPalielināt
  • Formāts: Paperback / softback, 159 pages, height x width: 220x150 mm, weight: 260 g
  • Sērija : Linguistic Insights 67
  • Izdošanas datums: 08-Jun-2009
  • Izdevniecība: Verlag Peter Lang
  • ISBN-10: 3039115960
  • ISBN-13: 9783039115969
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9783039115969.html
Keywords:
This book explores how learners personalities influence foreign language learning in Japan. In particular, this volume investigates three main research questions: What are the learning strategies generally employed by Japanese college students? What are the characteristic learning strategies of extroverts and introverts? Do extroversion and introversion have an impact on English listening proficiency? In the analysis carried out in the volume, both quantitative and qualitative research methods have been used. As regards the former, various types of questionnaires have been employed, measuring strategy use, personality characteristics, and English proficiency. As regards the latter, the strategies students use both in the classroom and in a tutorial learning situation have been observed, integrated with interviews with the students themselves regarding their use of learning strategies. In the last part of the book, the pedagogical implications of this study are examined with suggestions for both teachers and learners.
Preface 11
1. Introduction 13
1.1. Rationale for the study
13
1.2. Overview of the volume
14
2. Literature Review 15
2.1. Historical overview of research on individual differences
15
2.2. Extroversion/introversion and language learning
17
2.2.1. Definition of extroversion/introversion
17
2.2.2. Extroversion/introversion and language learning
21
2.3. Learner strategies
25
2.3.1. Definitions
25
2.3.2. Relevant work on learner strategies
27
2.3.2.1. The Good Language Learner study
27
2.3.2.2. O'Malley and Chamot's contribution
29
2.3.2.3. Oxford's contribution
31
2.3.3. Summary and evaluation of research on learner strategies: two paradigms
32
2.3.4. The issue of strategy training
34
2.4. Environmental factors and English proficiency: EFL learning conditions in Japan
38
2.4.1. ESL and EFL
38
2.4.2. Factors specific to Japan
40
2.4.3. Rationale for use of listening as an evaluative tool
41
2.5. Research questions
44
2.6. Significance of the study
44
3. Methods 45
3.1. Introduction
45
3.2. Phase I
48
3.2.1. Context and participants
48
3.2.2. Instruments
48
3.2.2.1. Personality questionnaire
48
3.2.2.2. Instructor's holistic evaluation of learners' E/I
50
3.2.2.3. Strategy questionnaire for reported strategies
51
3.2.2.4. Background questionnaire
55
3.2.2.5. Listening proficiency tests
55
3.2.3. Procedures
56
3.3. Phase II
58
3.3.1. Objectives
58
3.3.2. Procedures
59
3.3.2.1. Pilot testing
59
3.3.2.2. The study
60
3.3.3. Contexts and participants
62
3.4. Phase III
63
3.4.1 Contexts and participants
63
3.4.2. Tasks
63
3.4.3. Stimulated recall interviews
64
3.4.4. Procedures
65
3.5. Summary of methodologies
66
4. Results 67
4.1. Introduction
67
4.2. Phase I: Quantitative study
67
4.2.1. Distributions of E/I
67
4.2.2. Distributions of listening proficiency
69
4.2.3. Distributions of LS
70
4.2.3.1. Distributions of LS by modes
70
4.2.3.2. Distributions of individual LS
72
4.2.4. Reliabilities
74
4.2.4.1. Reliabilities of the strategy questionnaire
74
4.2.4.2. The relationship between the MBTI results and the instructor's holistic evaluation
74
4.2.5. Impacts of E/I on LS
76
4.2.5.1. Impacts of E/I on cognitive strategies
76
4.2.5.2. Impacts of E/I on communication strategies
76
4.2.5.3. Impacts of E/I on metacognitive strategies
77
4.2.5.4. Impacts of E/I on socio-affective strategies
77
4.2.5.5. Impacts of E/I on individual strategies
78
4.2.6. Impacts of E/I on listening proficiency
79
4.2.6.1. Impacts of E/I on the TOEIC test scores
79
4.2.6.2. Impacts of E/I on the CELT test scores
80
4.2.7. Summary of Phase I
81
4.3. Phase II: LS use in the classroom
82
4.3.1. Observations and stimulated recall interview
82
4.3.1.1. Strategy use in teacher-fronted (TF) portions of the class
82
4.3.1.2. Strategy use in student-centered (SC) portions of the class
85
4.3.1.3. Stimulated recall interview with Miki and Yuri
87
4.3.2. Supplemental interviews
88
4.3.3. Summary
91
4.4. Phase III: LSs in an individual learning situation
91
4.4.1. Strategies used in Task A
91
4.4.2. Stimulated recall on Task A
93
4.4.3. Strategies used in Task B
95
4.4.4. Stimulated recall for Task B
98
4.4.5. Summary of Phase III
101
5. Discussion 103
5.1. Introduction
103
5.2. Responding to Research Question 1
103
5.2.1. Discussion of the difference between present strategy use and previous use
103
5.2.2. Discussion of the gap between use, preferences, helpfulness, and previous use
106
5.3. Responding to Research Question 2
110
5.3.1. General tendencies from quantitative data
110
5.3.2. Learning in the classroom
112
5.3.2.1. Teacher-fronted (TF) situations
112
5.3.2.2. Student-centered (SC) situations: small group work
114
5.3.3. Learning in an individual learning situation
116
5.4. Responding to Research Question 3
118
5.5. Summary
120
6. Conclusion 121
6.1. Possible developments of this study
122
6.2. Pedagogical implications
123
References 127
Appendices 141
Index 155
The Author: Natsumi Wakamoto is Professor in the Department of English, Doshisha Womens College of Liberal Arts in Kyoto, Japan, where he teaches applied linguistics and teacher training courses. Through his research on the individual differences of EFL learners, he has been exploring ways to help different types of learners use appropriate strategies to improve their English proficiency. He has a B.A. in education from Kyoto University, an M.Ed. in English education from Hyogo University of Teacher Education, and an Ed.D. in second language education from Ontario Institute for Studies in Education, University of Toronto.