SEEU Review vol. 5 Nr. 2 (pdf) - South East European University

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Assoc. Prof. Dr. Gezim Xhaferi and Ass. Prof. Dr. Brikena Xhaferi Personality Personality is another important factor that influences SLA. It is believed that extrovert learners are more successful in learning languages than introvert ones. Teachers in the Western society believe that introversion is an undesirable behavior while the outgoing and talkative people are desirable and ideal. (Brown, 1980) But the research does not always show that extrovert learners are better than introvert ones. It is obvious that extrovert learners are more appreciated than introvert learners who should be encouraged to speak more, especially in environments where the teachers are trying to shift from traditional to modern teaching and apply the constructivist approach. In constructivism, the students should communicate more and there are often students who are shy and do no talk which is considered as a disadvantage. Nevertheless, Brown (1980) warns that some people tend to behave in that way in order to protect their own ego and with that behavior they tend to be symptomatic of defensive barriers and high ego boundaries. On the other hand, the introvert or a quiet person might be more emphatic and understanding towards the others. Cook (2001) reports the study carried out by Rossier (1975) who found out that extroversion enhances oral fluency and that more complex tasks were easier for these types of learners. The extroverts would probably prefer communicative teaching and introverts would probably prefer academic teaching. Another study, however, conducted in Toronto by Naiman, Fröhlich and Stern (1975) did not find any effect of extroversion in SLA. What is more, extroverts are better in speaking but not in aural and reading comprehension. Therefore, the teacher should somehow “identify” the personality characteristics of his students. Lightbown and Spada (1993) claim that identifying and measuring personality characteristics is very difficult. Another explanation which has been offered for the mixed findings of personality studies is that personality variables may be a factor only in the acquisition of communicative 206
<strong>SEEU</strong> <strong>Review</strong> Volume 5, No. 2, 2009 competence. The confused picture of the research on personality factors is due in part to the fact that comparisons are made between studies that measure communicative ability and studies that measure grammatical accuracy or knowledge of linguistic rules. Personality variables seem to be consistently related to the former, but not to the later (Lightbown and Spada 1993:17). Despite all questionable results and problems related to personality, the researchers believe that this variable influences SLA. I personally believe that extroversion is important in communication but not in written tasks because it is very often the case that an introvert knows a lot but needs someone to encourage him/her to speak. Conclusion It can be concluded that individuals differ in many ways in learning a language. All these characteristics determine the second language learning success and influence SLA. Motivation is a strong factor that influences SLA and there are certain strategies to motivate the learners to learn. What is more important, the teachers, parents and peers can effect students’ motivation positively. Even though aptitude develops in early childhood it still can be supported by the learners’ parents and peers. Learning strategies play an import role in learning a language and it is the teachers’ responsibility to give the learners a chance to try new ones because they are teachable. Definitely, language teachers should develop an effective strategy training program. Finally, personality seems to effect SLA, but the research results are not always the same. This is probably due to the lack of proper tools to measure it. Ellis (1985:123) points out that “the major difficulty in investigating the effects of personality remains identification and measurements. At the moment, a failure to find an expected relationship e.g. between extroversion and proficiency may be because the test used to measure the personality trait lacks validity.” All these characteristics are dependant on each other and they interact in a very complex way. Finding out how they precisely effect SLA is a very difficult task for the researchers in this field but the teachers can help learners become more successful if they create a learning environment based 207
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Iranda Bajrami, MA kanë qenë të
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