Personality and Learning Style

Learning Style

Preferences an
individual has of Interchangeable with
No theoretical limit to
obtaining, processing, personality, but more
the number types
and retaining variable.
information
An Outline of Basic Types of Styles

Extrov
ersion
and
Introve
rsion

Modality:
Visual/Auditor Risk Taking
y/Kinesthetic

Field
Indepe
ndenc
e and
depen
dence
You and every one else fits into a category, but research shows we fit into more than one at the same time.
Extroversion and Introversion
Extroverts Introverts

1. Outgoing, overtly expressive people 1. Shy, reticent, and typically self-

centered people
2. Concerned with external things or
objective considerations 2. Concerned with their own thoughts
and feelings rather than external
things
3. Some expect extroverts to be better
at learning another language because
they are more willing to engage in a 3. Some expect introverts to be better
conversation and take risks with the at learning another language because
language they are more comfortable with
books and more likely to study on
their own. (Shekan,1989)
4. Wherever I go, I develop personal
contacts. (Oxford, 1993)
Risk Taking

Defined as “a situation where an individual

has to make a decision involving choice
between alternatives of different desirability;
the outcome of the choice is uncertain; there
is a possibility of failure” (Beebe, 1983)
Risk Taking

1. Language learning involves a 4. Studies reinforce idea that

willingness to take risks personality affects SLA is much
more local manner, and less long-
term success
2. Beebe (1983): risk taking was
greatest between a bilingual child
and a monolingual interviewer; 5. Based on general behavior
willingness depends on the situation
6. Kahneman, et al (1982): risk-averse
3. Ely (1986): correlation between risk- when contemplating a gain, risk-
taking tendencies & classroom seeking when contemplating a loss
participation, but relationship with
actual success was weak
7. Gain and loss are subjectively
determined, not objective
Field Independence/
What do you see?
dependence
Field Independence

1. Better able to notice details 4. Tend to be highly analytic,

outside of the prevailing visual ignoring potentially confusing
object information in the context, and
self-reliant
2. Better able to find objects in the
middle of the clutter 5. Better at analytic tasks for second
language learning
3. Johnson, Prior and Artuso (2000)
report they are better at 6. I not only attend to grammar but
performing cognitive tasks check for appropriate level of
formality and politeness. (Cohen)
Field Dependence

1. Dependent on a prevailing visual 5. Should help in the social

field, so they cannot see interactions of second language
something right in front of them learning

2. The “field” gets in the way 6. Context provides much of the

meaning that is missing in just the
actual linguistic text itself.
3. Chapelle (1995): FDs have
orientation more interpersonal and
more sensitive to the social 7. When there’s a lot of information
context that comes with what I need to
learn, it’s hard to tell what’s most
important. (Ehrman, 2003)
4. Predicted to be more sensitive to
implicit feedback and benefit more
from interactions
The Embedded
Figures Test

1. Subjects asked to find simple

geometric figures within a more
complex background
2. Measures ability & style, but
maybe just style
3. Fluid ability: skills independent of
any content area; Correlation
shown to general analytic ability
4. Language analytic ability &
general analytic ability
5. Theoretically flawed and
unusable for SLA?
Visual /Auditory /Kinesthetic

Most students can fit themselves into one of the three categories
listed below, but few are limited to one category. It has been
found that when a learner applies at least two of these
modalities, they are most successful, and more adaptive to
different styles of teaching.
Visual Learner

1. Take in information visually.

2. Reading is preferred to listening.

Blackboard use or Powerpoint
presentations are preferred to
straight lectures.

3. They might rewrite lecture notes

using color codings or other visual
organizational schema.

4. I learn more by reading textbooks

than by listening to
Auditory Learner

1. Prefer to take in information

auditorily.

2. They prefer listening to reading.

Lectures are an effective means of
absorbing information.

3. They prefer to talk through

material and even have text read
out loud.

4. I learn better in class when the

teacher gives a lecture. (Reid,
Kinesthetic Learner I enjoy making
something for a
class project.

1. Better when the whole body is

involved or when objects can be
manipulated, such as in lab work.

2. Movement is a key issue and

frequent breaks are necessary, as is
moving while repeating/
memorizing information important.

3. Might stand out because of

stereotypically high energy levels.
Obtaining learning style information

There are several available examinations and assessments and

each is better for different situations. Some are more focused
on classroom learning, while others take into account your
life and future outside of the classroom.

Has anyone taken a learning style or personality assessment?

Perceptual Learning
Style Preference
Questionnaire
Known for its high reliability
and validity, this test is used as
the standard for non-native
speakers and puts people into
eight different categories called
“major learning style
preferences” by answering
thirty questions with different
levels agree or disagree.
Myers-Briggs Type
Indicator (MBTI)
Brought on by the
theories of Carl Jung,
this assessment measures
the psychological
preferences in how
people perceive the
world and make
decisions using 88 or 93
forced-choice questions.
This creates 16 types
showing lifestyle,
attitude, and auxiliary
True Colors
Assessment
This assessment is
based on the four
human temperaments
and is focused on
character and
personality - live,
habits, motivation,
values, and feelings.
This is most effective
for groups as it seeks
to foster mutual
understanding by
helping
communication.
The Multiple
Intelligences Test

Shows how which of the

eight types of
intelligence listed by
Gardner (with a few
others being considered)
a student fits into and
allows a teacher to use
different exercises and
activities to serve all of
the students. Many
schools have used this to
encourage the
development of different
Conclusion

No evidence for any personality trait that predicts overall success in second
language learning

Some traits are more helpful than others in completing certain tasks

Value of traits depends on how important the facilitated tasks may be

Most information depends on teaching methods the students are subjected

to and the particular way the student goes about learning another language

Personality is better investigated within the context of the contributions

learners, teachers, methods, and materials make to the learning situation
Any Questions?