An Investigation of the relationship between the personality traits of introversion-extroversion and the oral proficency of learners of English in an EFL stting in Turkey
İçedönüklük-dışadönüklük kişilik özellikleri ve İngilizceyi yabancı dil olarak öğrenen öğrencilerin sözel yeterlilikleri arasındaki ilişki
- Tez No: 64443
- Danışmanlar: DR. TEJ SHRESTA
- Tez Türü: Yüksek Lisans
- Konular: Eğitim ve Öğretim, İngiliz Dili ve Edebiyatı, Education and Training, English Language and Literature
- Anahtar Kelimeler: Akademik başarı, Dil öğrenimi, Dışa dönüklük, Kişilik, Sözel öğrenme, Yabancı dil öğrenimi, İngilizce, İçe dönüklük, Academic achievement, Study of languages, Extroversion, Personality, Verbal learning, Foreign language learning, English, Introversion
- Yıl: 1997
- Dil: İngilizce
- Üniversite: İhsan Doğramacı Bilkent Üniversitesi
- Enstitü: Sosyal Bilimler Enstitüsü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
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ABSTRACT Title: An Investigation of the Relationship Between the Personality Traits of Introversion-Extroversion and the Oral Proficiency of Learners of English in an EFL Setting in Turkey Author: Emil E. Atbaş Thesis Chairperson: Dr. Theodore S. Rodgers Committee Members: Dr. Tej B. Shresta Dr. Bena Gül Peker Bilkent University, MA TEFL Program This study was designed to investigate the relationship between the personality traits of introversion-extroversion and oral proficiency in second language learning. The subjects who participated in the study were students from the Preparatory School of Erciyes University (PSEU). At the outset, a group of 87 students were administered a Turkish version of the Maudsley Personality Inventory (MPI) in order to assign them to two groups as either introverts or extroverts. Then, 28 students (14 introverts, 14 extroverts) who were the most introverted and extroverted subjects as determined by their scores on the MPI were selected from the larger pool of students (n=87) for oral interviews in order to gather the data regarding their oral proficiency levels. The oral interviews were taped and then rated on six-point scales by two judges in terms of overall oral proficiency, pronunciation, fluency, grammatical accuracy, and vocabulary.The subjects' scores on the MPI and the judges' scores for each subject were used for the statistical analyses. At first, Pearson product-moment correlation analyses were used in order to investigate relationships between the variables mentioned above. Then, t-test analyses were applied for detennining whether there were significant differences between introverted and extroverted subject groups in terms of their mean scores on overall proficiency, pronunciation, fluency, grammatical accuracy, and vocabulary. The results did not indicate any significant correlations between introversion- extroversion and the components of oral proficiency. However, the correlation between introversion and pronunciation (p=.105) was the closest to significance, suggesting a positive but weak relationship. The result of a t-test analysis which revealed that the introverted group was significantly better than the extroverted group in pronunciation also lent some support to the possibility of a relationship between introversion and pronunciation. Thus, this finding may suggest a positive relationship between being introverted and better pronunciation, although it may be slight. In this study further analyses were also carried out to investigate the relationship between introversion-extroversion and“general achievement”and“speaking proficiency”as assessed by the results of a general battery of tests students take at PSEU. For these analyses the larger group of students (n=87), including the smaller group (n=28) who had participated in oral interviews, were used as subjects. The same analyses were also carried out separately with the smaller group. Measures of general achievement were obtained from an average of scores received by students on reading, writing, listening,speaking, and grammar tests administered at PSEU throughout the two semesters. The speaking proficiency measures, on the other hand, were obtained from students' average scores on speaking tests. The results of Pearson correlations showed a positive but non-significant relationship (p=.149) between introversion and general achievement with the larger group. However, when the same analyses were carried out with the smaller group, a significant relationship between introversion and general achievement was found at p=.039 level. This finding suggested that there might be a relationship between higher levels of introversion and general achievement since the subjects in the smaller group were the most introverted and extroverted students. As regards the relationship between introversion-extroversion and speaking proficiency, the results of statistical analyses carried out for both sample groups did not reveal significant correlations. In sum, neither overall oral interview scores, nor PSEU speaking test scores seemed to correlate significantly with introversion-extroversion. The results of the study suggest, along with related studies on the relationship of personality variables to second language performance, that such relationships are more complex than commonly assumed. There may be a need for more in-depth research designs to tease out the possible effects of several cognitive and affective variables on such relationships.
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