IN SECOND LANGUAGE LEARNING P Brown p

 EXTROVERTED PERSON VS INTROVERTED PERSON.  SELF-ESTEEM.  INHIBITIONS.

 An extrovert: is outgoing, interested, social and seeking excitement.  An introvert: is more reserved, less outgoing, less social.  This is measured through questionnaires.

JohnMariaMarcusSarahDavid I am the life of the party. Agree Disagree I enjoy being the center of attention. AgreeDisagreeAgreeDisagree I am skilled in handling social situations. Agree Disagree I like to be where the action is. Agree DisagreeAgreeDisagree I make new friends easily. Agree DisagreeAgreeDisagree I am quiet around strangers. Disagree AgreeDisagreeAgree I don't like to draw attention to myself. DisagreeAgree I don't like to party on the weekends. Disagree Agree I like to work independently. DisagreeAgreeDisagreeAgree I often enjoy spending time by myself. Disagree Agree Score100% Extravert70% Extravert 50% Extravert 50% Introvert (Ambivert) 70% Introvert100% Introvert

Some researches found that in some learning situations the quite observant learner may have greater success.

 It is self-confidence, knowledge of oneself, and reflections of self as seen from interactions with others.  People derive self-esteem from the accumulation of experiences with themselves and others and the world around them.

 GLOBAL SELF-ESTEEM: general and stable assessment one makes about his worth over time and many situations.  SPECIFIC SELF-ESTEEM: one’s self judgment in particular situations like social interaction, work, home, athletic ability..  TASK SELF-ESTEEM: relates to tasks within specific situations (in education one subject, or skill in a certain sport,…etc )

 They are defined as built-in defences to protect the ego.  The process of defences to protect the ego start at adolescence and continue to adulthood.  People with high self-esteem have ego strength and lower inhibitions and vice versa.

 Language ego: an identity a person develops in reference to the language he/she speaks.  Second language learning requires that learners take on a new identity with the new acquired competence. Therefore, learners need to have a flexible language ego in order to lower inhibitions that may block language learning because it is considered as a threat to the ego.

 Research in this area found mixed and sometimes conflicting results. Why?  The major difficulty in studying personality factors is the identification and measurement of the factors.  Personality factors affect only acquisition of conversational skills not academic skills.  Some studies focused on measuring the communicative ability and some measure the grammatical ability.