EXTROVERSION/INTROVERSION SYLWIA GRABIEC

EXTROVERSION/INTROVERSION
SYLWIA GRABIEC
Extroversion and introversion are potentially important factors in the acquisition of a second language. However,
the terms need to be precisely stated as they are viewed by different psychologists in a various way.
1 The description of extroverts and introverts
The idea of extroversion and introversion first appeared in works of Sigmund Freud. Then Carl Jung (1923)
developed these notions. He observed people’s behaviour and tried to explain the diversity between different types of
personality. Introverted people are mainly concentrated on the internal world of thoughts and ideas; while extroverted
ones focus on the external world of people and activities (Myers & Myers, 1980). People generally possess the features
of both introversion and extroversion and use them in different situations in their everyday lives; but usually one of them
dominates their behaviour, which can be seen in their work preferences and reactions to stress (Burruss and Kaenzig
1999). Another sociologist who studied this dimension of personality is Hans Eysenck (1965). He described introverts and
extroverts in the following way:
The typical extrovert is sociable, likes parties, has many friends, needs to have people to talk to, and
does not like studying by him-self. He craves excitement, takes chances, often sticks his neck out, acts
on the spur of the moment, and is generally an impulsive individual. He (...) always has a ready answer,
and generally likes change (...).
The typical introvert, on the other hand, is quiet, retiring sort of person, introspective, fond of books rather
than people; he is reserved and distant, except with intimate friends. He tends to plan ahead (...) and
distrust the impulse of the moment. He does not like excitement, takes matters of everyday life with
proper seriousness, and likes a well ordered mode of life (...). (pp.59-60)
It is suggested that personality traits determine students’ behaviour in the language classroom. Some researchers tried to
define students’ preferences connected with studying a foreign language by examining their personality characteristics.
Sandra Hirsh and Jean Kummerow (1994) presented the following statements concerning work and communication
styles, which might be said by extroverts and introverts (table 3.1, table 3.2).
WORK STYLES
Extroverts
Introverts
I seek for different methods to
solve tasks.
I can concentrate on both my work
and what is going on around me.
I come up with different ideas
during discussions.
I look for inspiration outside myself.
I am bored when my work proceeds
slowly and monotonous.
I seek for calm to concentrate.
I concentrate more on the work itself
than on the world around.
I come up with ideas while I am
alone.
I engross in my work and I do not
pay attention to other things.
I am irritated when I am disturbed
and hurried.
Table 3.1. Differences between introverts and extroverts in work styles
COMMUNICATION STYLES
Extroverts
Introverts
1. When I communicate I usually 1. When I communicate I usually do
show my energy and enthusiasm. not show my energy unless I speak
2. It is easy for me to talk to one
to somebody whom I know well.
person as well as to many people. 2. I prefer to talk to one person.
3. I prefer speaking to somebody to 3. I prefer writing to somebody to
writing to him.
speaking.
4. I easily share information about 4. I do not like sharing information
myself with others.
about myself with others.
5. I like sharing my experiences with 5. ------------------------------------------------
others.
6. I need to be provoked to speaking.
6. I often must restrain myself from 7. I analyse and consider conclusions
speaking to let other people speak. before presenting them.
7. I think loudly when I draw
conclusions.
Table 3.2 Differences between extroverts and introverts in communication styles
1

By studying the differences between extroverts and introverts teachers can predict what kind of activities students will
enjoy, what sort of teaching methods they require and what their learning styles are. Burruss and Kaenzig (1999) claim
that extroverts and introverts need different kinds of instruction. Introverts prefer to work on their own than in groups, they
do not like being in the centre of attention and need time and space to complete the tasks. Many of these students enjoy
lectures and deductive methods of teaching. They think carefully before speaking, do not like sharing their inner thoughts
with others unless they know them well and they prefer writing than speaking that makes oral skills more difficult to
acquire. The strategies used in the classroom should include: small group interaction, relaxed atmosphere, independent
studies and role-plays. The students need to know what they are expected to do and have suitable conditions to
concentrate. On the other hand, there are extroverts who require high stimulation, cooperating with others and movement
in order to learn. They also like open discussions and discovery activities. They are not afraid of making mistakes and
experimenting with the language. Their personality traits facilitate the development of general oral communicative
competence, which requires face to face interaction. Teachers should be aware of personality characteristics among
learners and use a great variety if teaching methods in order to achieve the best results (Burruss and Kaenzig 1999).
2 Second language acquisition studies
Ellis (1994) presents two major hypotheses concerning the relationship between extroversion/introversion and L2
learning. The first is that extroverted learners will do better in acquiring basic interpersonal communication skills (BICS).
Extroverts are more eager to talk, to join the groups and participate in classroom activities. They will use the language
more in and outside the classroom. The second hypothesis is that introverted learners will do better at developing
cognitive academic language ability (CALP). Entwistle and Wilson (1977) claim that introverts will achieve more because
they have better long-term memory than extroverts. Besides, they take learning a language in a more serious way and
spend more time on reading and writing due to their personality traits. The extroverts are not able to concentrate for a
long time and are too sociable to learn with the same attention (Eysenck 1957).
Many investigators tried to support these hypotheses with research. Skehan (1989) makes a review of the actual
research results in order to find the relationship between the theory and practice. He notices that some researchers did
not obtain any positive correlations between extroversion/sociability and language achievement, (for example: Smart at
al. 1970; Genessee and Hamayan 1980). On the other hand, Strong (1983) showed that extroversion was an advantage
as far as communication skills are concerned.
A positive relationship between extroversion and oral fluency was also found by Rossier (1976) and Pritchard
(1952).
Skehan (1989) also presents an amended version of the table grouping the studies of extroversion, which was
provided by Strong (1983):
Table 2.3. Second language acquisition studies divided according to type of language sampled and presence
or absence of relationship with social traits.
Positive relationship
Non-relationship
Pritchard (1952) SSC FL Genesse (1980) YC FL Quest
Obser
Rossier (1976) A Nat ?
Suter (1977)
Ely (1986)
A
A
Nat
FL
Quest
Quest
NCL Wong-Fillmore (1976) C Nat Obser Strong (1983) YC Nat Quest
Strong (1978) YC Nat ?
Strong (1983) C Nat Obser
Morrison (1961) A FL ?
LTL Chastian (1975) A FL Obser
Rossier (1976) A Nat ?
Smart (1970) A FL Quest
Swain (1976) YC FL Rating
Chastian (1975) A FL Quest
NCL= Natural communicative language LTL = Linguistic task language
SSC = Secondary School Children YC = Young children A = Adults
? = Value not known Quest = Questionnaire
The results presented in the table above show that positive relationships between extroversion and performance
can be observed when the studies are conducted in naturalistic learning situations and when they measure natural
communicative language. It could be also noticed that every study based on observations provides a positive relationship
(Skehan 1989).
Brown (1994:147) claims that “extroversion may be a factor in the development of general oral communicative
competence, which require face to face interaction, but not in listening, reading and writing.”
Personality characteristics are strongly related to other variables of the learners. Wankowski (1973) studied the
relation between extroversion/introversion and age. He observed that extroverts do better in a primary school, however,
the situation changes at higher education where introverts are more successful. This fact can be connected with the
instruction learners are usually provided at different levels of education. Methods used with younger learners follow
preferences of extroverts, whereas the tasks applied for teenagers and adults are more suitable for introverts (Skehan
1989).
Larsen-Freeman and Long (1991) attempt to find explanations why there is so much diversity among research
results connected with studying personality and language achievement. The first reason for that can be the difficulty in
measuring personality traits. If the tests used are not valid the research will give false results. The second issue worth
2

discussing is that every study investigates different areas of the language so it does not show the overall proficiency of a
student. It is also important to remember that different cultures have different standards of behaviour that are accepted in
a given society. The way students are expected to perform in a classroom definitely affects second language learning, for
example in Japan introversion is valued, while in USA extroverts are favoured. This is strongly connected with the type of
instruction learners are exposed to during the lesson. While introverted learners prefer teacher-oriented methods, they
can not benefit from the lessons that are conducted against their learning styles. Similarly extroverts can not use their
abilities during the lessons that do not give them opportunities to work according to their preferences. The success of
learners is determined by the methods teachers use in the classroom (Fillmore 1982). The conclusion is that the research
studying the relationship between personality traits and SLA should measure students’ proficiency under various types of
instruction in order to obtain relevant results. It is also suggested that personality characteristics may influence second
language learning indirectly. “It may not in itself lead to SL proficiency but it may encourage people to continue with their
study, which in turn promote SLA” (Larsen-Freeman and Long 1991:186).
To sum up, there is some support that extroversion can help in acquisition of BICS, but there is no clear evidence
linking introversion and the acquisition of CALP. Furthermore, “the effects of extroversion/introversion may be situation
dependent, evident in some learning contexts but not in the others” (Ellis 1994:521).
Skehan (1989) notices that process of SLA is a complex one and that both extroversion and introversion have
positive features so it can not be stated that one is more beneficial than the other. It seems that in the best situation are
ambiverts who fall more or less in the middle and reveal preferences of both groups. They adjust easily to new situations
which enable them to meet different learning demands as learning and the use of language involve so many different
skills.
REFERENCES
Brown, H.D. 1994. Principles of Language Learning and Teaching. Englewood Cliffs, N.J.: Prentice Hall.
Burruss, J.D. and L. Kaenzig. 1999. “Introversion: The Often Forgotten Factor Impacting the Gifted”.
(http://cfge.wm.edu/documents/Introversion.html) 2006-03-11
Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.
Entwistle, N.J. and J.D. Wilson. 1977. Degrees of Excellence: The Academic Achievement Game. London: Hodder & Stoughton.
Eysenck, H.J. 1957. Dynamics of Anxiety and Hysteria. London: Routledge & Kegan Paul.
Eysenck, H.J. 1965. Fact and Fiction in Psychology. Harmondsworth: Penguin.
Fillmore, W. 1982. “Instructional language as linguistic input: second language learning in classrooms” in L. Wilkinson (ed.),
Communicating in the Classroom. New York: Academic Press.
Hirsh, S. and J. Kummerow. 1994. Life Types. New York: Warner Books.
Jung, C.G. 1923. Psychological types. New York: Harcourt Brace.
Larsen-Freeman, D. and H. M. Long. 1991. An Introduction to Second Language Acquisition Research. New York: Longman.
Myers, I.B. and P.B. Myers, 1980. Gifts differing. Palo Alto, CA: Consulting Psychologists Press.
Prichard, D.F. 1952. ”An investigation into the relationship of personality traits and ability in modern language”. British Journal of
Educational Psychology 22:157-8.
Skehan, P. 1989. Individual Differences in Second-Language Learning. London: Edward Arnold.
3