῎ ῌ
ῌ
English as a Second
Language῎ESL ! English as a Foreign Language῎EFL "#$%#
&'($)*+#
*,-.#&
/001#& Lightbown & Spada, , ,2 .3 .4 56 7"#4 4 89 4 :4 ;<=>
?&@ABCDEFGH I&
Canale & Swain, *J(KL?
#&*4 MNO& PQRS#+
- e.g., Backman & Palmer,4 TU V%!MN+#.5W &.*
*MXPY&2 Z[4 \]^_
"#&`\+#.4 abc@ABCDEFGHdef I&
gh=i $hj k ;l%&m `4 noI>pP2
""4 qrs&t,4 u*v?wx
%#&y;#4 z {*!|}V%!"~#?z{
#! ePY&2 ""4
$%"%wx e. g., Patkowski, & e. g., Gardner & Smythe, m*J(z{#!Z '
I& 4 7(I&z{MNO&
PJ)+#& %2 Q
*P4 z{z {?Griffiths,4 !a unloved variablei Dewaele
& Furnham, %&."2 P4 7(I& Pz{
=fj.+##"4 wxY&PY& %?#
&.?q*,#
!4 Q-;#I&2
῍
7I&}z{4 "~#ῌ& *P&2 Chastain .4 4 %u4 um*
¡¢H£4 ¤¥¦4 £§¥H@E£
=¨ ©7"#&mf;#z{
+3!2 Qª4 u
*% ,-.,-=¨*,
/?"!2 !4 Swain and Burnaby ¡¢H£¥«E¬GH 0 $ hP®1¯°? P2
± ² 4 ³30 4´ happiness and cheerfulness4 µ5 quickness in Influence of Extroversion/Introversion on For-
eign Language Learning : Is Extroversion Re- ally an ‘Unloved’ Variable῍
6¶8·¸ ¹º»z{¼U " ½
grasping new concepts
perfectionist tendencies being sociable being talkative
!"#$% %&$' ( )*+, -$./01$
23, 456!789:
;<= :> ?@AB CDE9F5CG5H;!I,J<=
:78BK LF9M<NOPB Q;<R 5B K 4 STRUVWJ!6<= 78XYB Z5 [\, (]5 4R^_J< r`aῌ= SN) bc_<d9U[STefPcJ gcTh "#$% (B/-i BhjUTk p.= :XYB lmYMCA5+ no ?@A9!p5 ENJ<Busch 785H;!q3
",J!6T= #rB Eysenck Personality
Inventory EPI 9$%?@AK s
&t9' uv%o (w%. YTEP, YMCA Test of English Proficiency xyz#{|}~&01
$49)<= LXY K
*+ r`a, p , n` Hyo ,[]5-4B^_J Q;<F r`a.,p , n` K (23,5B-49
< r`a,p ῌῌ, n`= F F *+ ,[B?@A.
intelligence 4!6T _J!6
T Genesee, < K :J_
544R_JQ;<:/5 6!BUZPB6R K 0?@
APcJgcTh (23,5OT 6+XYB912TFPc;<=
_ Busch 7856!F K 0
?@APcJgcTh 305o 94
S9HUXY o 9 )*+Q23 (PS55J!6T
,J!6<= QF66:5 7 r85/0%$' )*+, (23, 49)<XY 7 56!BK 0?@APcJgcTh /0%$'R6:R9_Q 5,J<R X` ,p` ῌ, n` r :A56!BK o 4 B^_JQ;<= :;54 BuschB b<Ek role behavior 6+
=9%6 b 56!B<E 6+FR79H>0Q?05 r9@A0r!BC^5
_9 D9H]E05!6T Q_k p. FGcTF99:
;!6T= &5 H+55OT7 r] Masculinity῍Femininity R 6
Hofstede, ,JT56!B
,_PcT= QR_ U¡T78 XYF¢,J!6T= Hassan B£
¤¥.H?¦I9!p5 (23, K 456!789:;<=
LXY K (23,]5B2 4R_J< r`,p ῌ=:78 XYB Busch Swain and Burnaby 2!PcT= < 7r]J
§PB 7KRrHF (R23P c;<:R¢,J! :XYB
Busch ¨L!6T= MNSB
::56!F©ª«9O¬P 6QPc K OPU 7r®6
&55OT7r<®R:78 XY5©ª9R!6T«RcTQPcT=
¨K K ?@KS496
L+ST78F,J!!6T= Tg
Ehrman and Oxford B¯°±²
UK³ 4 Foreign Service Institute in the U. S 5 6 ! . { | 9 ? @ S T I¯°±n´n9!p5Myers῍Briggs Type Indicator MBTI 9$%<789 :;<= LXY K 0?@AB µ cooperation VQ_6Q9¶·T ask- W¸reH? X¹*º78»¼ Y ½
ing for clarification
seeking practice opportunities out-
side of class !"#
$%& ' ()* '+
,$- . /0(
12,&3456 ,0(* Brown, Robson, & Rosenkjar 17 89 :;8 6 <* +
=1 >?@AB C
DEFGHI6
(>?@AB* JK LMNO YG 1PQ:;8 6 RST Ehrman and Oxford 1 (U V1WE XI rY, pZ ῌ6
ῌ
[\ ]GH!T1^ 8_`I8a
& bGH1^ 8(1c"&#
8<;8,45$%&,*R;
de'* 6 R;* GHST&' f ( g(9:E)1X<;
P!1 h1(*ST%,&24
<26
(ijk1l+* mn+
>?@ABo/f )&74;8 ,p qrstDu-1^
8iv.+&2 !"26 I4I ,, !,w,p* bxy/
0 5z{|}~L,po/f 1
P!|L*,pP!z
{|}~L,pq%,12WI/;
< 6 3j 17 8*4
; 1!P!1I/;<
risk῍taking ]5:;,&2
e.g., Ely, 6 I4I )64;8
,pst&4;
7I 1* f<f8%)
& 8st&uQ9Qj,
*7* 6 b+* 17 8 '1I8Rb,pst1:
7:,&a& &1;fJ<
5=1 Q>;¡¢?£IP!I8 )
¤&R;8/;a!T*¥@
a 6 !'X ¦'1-j,p st258 §*
)Du-1P58¨st&-
:;8 6 ,P!1)1A 3>?@AB4<B#L ,pst&Du-- !WC
* D1©P!(E1EªF
«G&$¬/2w! Hofstede, 6
+V®¯* ;&<1I8¨
1°H1A358 2Q ,py
*I±JKij<; ²
³ªF6 I4I,p*E´Lµy¶LM
2Q N· ¸n14^O1 JP:; QªF6 >?@AB*
m+1E2& R;*;&
<1I8¹58 °H®¯N·
I,pRII8<j,
&S ²\F6 ,P!"º»
1PQ+V>?@AB*¼!:;i j<;& >?@AB&¼!:;·1 7 8 ,pDu-*½T6 b GH17 8- <;8aEPIy
D >?@AB¼!F«G Hofstede,
)(Eb
MBTI
! "#
$%&'()*+,- Ehrman
and Oxford./0123,45
6, 789:;< '(=>
?@=A?@ B23CD1- EF$% GH?@$I JKLMNO%$E,3P BQ
!23,R,4STUV%WX
%4YZ[S\%
],^ _`Ea./ b c23-
4YZ5de[= df ],./bg_`X
=./ hQuantitative Data Re-
searchi jI),A dk6$I
LM JK\%lmnop hStimulated Recall Interviewi $E,3,
"./ hQualitative Data Researchi qrsDO%./J3E h./Rt
u῎Triangulationi G4YZ
3vwxyz$I4S./{X 1Ecj|3-
}~=% 4S\%\
h ?@i
TU $2E23,./
E2Q 4S %4 YZd./ 2Q 1 ,
&1-
ῌ ./ su./
./b2%==- b=- ¡ hanonymousi ¢£,¤=
-
ῌ
i E¥$E,D1
¦8§./[¨&©ª./
)BNaiman, Fröhlich, Stern, & Todesco
hi\% h«¬i®E -
i Carrell, Prince, and Astika hi . /) 4SZ¯°±[ ' 01% hr²³ ,p´ i-
References
Backman, L. F., & Palmer, A. hi. Lan- guage testing in practice. Oxford : Oxford University Press.
Brown, J. D., Robson, G., & Rosenkjar, P.
hi. Personality, motivation, anxiety, strategies, and language proficiency of Jap- anese students. University of Hawai’i Work- ing Papers in ESL,+/hi,῍.
Busch, D. hi. Introversion῍extroversion and the EFL proficiency of Japanese stu- dents. Language Learning,-,,῍. Canale, M., & Swain, M. hi. Theoretical
bases of communicative approaches to sec- ond language teaching and testing. Ap- plied Linguistics,+, ῍.
Carell, P. L., Prince, M. S., & Astika, G. G.
hi. Personality types and language learning in an EFL context. Language Learn- ing,.0hi,῍.
Chastain, K. hi. Affective and ability fac- tors in second῍language acquisition. Lan- guage Learning,,/hi,῍.
Dewaele, J.῍M., & Furnham, A.hi. Extra- version : The unloved variable in applied lin- guistic research. Language Learning,.3hi, ῍.
Ehrman, M., & Oxford, R. L. hi. Effects of sex differences, career choice, and psy- chological type on adult’s language learn- ing strategies. Modern Language Journal, 1-, ῍.
Ely, C. M. hi. An analysis of discomfort, risk῍taking, sociability, and motivation in the L classroom. Language Learning, -0 hi, ῍.
Hassan, B. A. hi. Extroversion/Introver- sion and Gender in Relation to the English Pronunciation Accuracy of Arabic Speak- µ¶·¸¹º su./» ¼½
ing College Students Technical Report. Mansoura, Egypt : College of Education, Mansoura University ERIC Document Reproduction Service No. ED. Hofstede, G.. Culture and organizations :
software of the mind. New York : McGrawῌ Hill.
Gardner, R., & Smythe, P. . Motivation and secondῌlanguage acquisition. Cana- dian Modern Language Review, -+, ῌ
.
Genesee, F. . The role of intelligence in second language learning. Language Learning,,0 , ῌ .
Griffiths, R. . Personality and secondῌ language learning : Theory, research and practice. In E. SadtonoEd., Language acquisition and the second/foreign lan- guage classroom pp.ῌ. Singapore : SEAMEO Regional Language Center.
Lightbown, P. M., & Spada, N.. How lan- guages are learned. Oxford, UK : Oxford Uni- versity Press.
Lightbown, P. M., & Spada, N.. How lan- guages are learned Revised ed.. Oxford, UK : Oxford University Press.
Lightbown, P. M., & Spada, N. . How lan- guages are learnedThird ed.. Oxford, UK : Oxford University Press.
῍
Naiman, N., Fröhlich, M., Stern, H. H., & Tod- esco, A./. The good language lea- rner. Clevedon, UK : Multilingual Matters.
Patkowski, M. . The sensitive period for the acquisition of syntax in a second lan- guage. Language Learning,-* ,ῌ . Swain, M., & Burnaby, B. . Personality
characteristics and second language learn- ing in young children : A pilot study. Work- ing papers on bilingualism,++,ῌ . !"
#$%&'(#)*+῍,-." / 01MyersῌBriggs Type Indicator MBTI 123456 789:;< =>?@AB ,ῌ.
/1 C6D6E !"
