Volume 03 Issue 07-2023
11
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
07
P
AGES
:
11-15
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses personality impact on learning foreign languages. Learning a foreign language can be an
enriching and transformative experience. However, the journey of acquiring a second language is not merely a matter
of grammar rules and vocabulary lists. The process is deeply intertwined with an individual's unique personality, which
significantly influences their ability to master a new language. This article explores the intriguing correlation between
personality traits and foreign language acquisition and sheds light on how understanding these connections can
enhance language learning outcomes. Second Language Acquisition assists to investigate various widen skills of
language learners through academic researches and experiments. Actually some people claim that they have few
abilities to gain a foreign language in spite of a huge enthusiastic attempts and years. The reason of this issue is depend
on several factors namely, motivation, first language background, age, gender or personality. This article is mainly
based on finding an answer to the question of personal characteristics affect the development of fluency in second
language acquisition is a laborious and complex process. The work centers on the studies and pragmatic inputs of
language le
arners’ different personalities which effect to the second language learning in development of fluency in
a foreign language learning,
KEYWORDS
English as a second language (ESL), traditional teaching methods, personalized learning, collaborative learning,
diverse needs, engaging, effective learning experiences, language skills, extroversion and introversion, self
–
esteem,
inhibition, risk
–
taking, anxiety.
Research Article
PERSONALITY IMPACT ON LEARNING FOREIGN LANGUAGES
Submission Date:
July 01, 2023,
Accepted Date:
July 05, 2023,
Published Date:
July 11, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue07-03
Embergenova U.A.
Nukus Branch Of TUIT Named After Mukhammad Al-Khwarizmi, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 07-2023
12
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
07
P
AGES
:
11-15
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
People vary from each other with their nature,
characteristics, interests and other traits. However, as
Ehrman (1996) noted that there is a clear connection
between personality and SLA because personality
determines what people feel convenient with. As a
consequence, individuals choose what is convenient
for them and acquire better at the given skills (p.101).
Also, Shahila Zafar and K. Meenakshi conducted their
research in personal differences by dividing them
specifically like:
1)
Extroversion and introversion
2)
Self
–
esteem
3)
Inhibition
4)
Risk
–
taking
5)
Anxiety.
Extroverted individuals often exhibit superior
language learning skills due to their natural inclination
towards socialization. They thrive in interactive
learning environments and engaging in conversations,
actively seeking opportunities to practice their
language skills. Extroverts find it easier to overcome
shyness and fear of making mistakes, thereby
immersing themselves more readily in conversational
practice, cultural exchanges, and language immersion
settings. Dawaele and Furnham (1999) state
extroversion and introversion are part of continuity.
Extroverts is thought sociable and spontaneous. They
do not like loneliness, they take risks, they are
sensitive. However, they believe in introverts being
introspective, quiet, retired, and protected. It is said
that the extrovert draws energy from external sources,
while the introvert is more concerned with the inner
world of ideas and engages in individual training. This
feature not only describes a person leaving home or
being shy, but also whether the person prefers to work
alone or feels empowered, or thinks about working in
a team at home.
According to Eysenck studies, there is a hypothesis
that introverts could be better language learners,
however, Krashed (1985) rejected this idea and he
noted that “the more extravert learners could rise th
e
amount of input”, Cook (2001) mentioned that
extroverted learners are usually good at
communicating approaches. In addition to this,
McDonough (1986) stated that if there is more
extroverted students, it makes easy to join the group
work activities.
The questionnaire data can help to collect and gain a
widen knowledge of the effect of individual difference
to get success in acquiring a foreign language, and so
it is important to learn other linguistics’ hypothesis. M.
Volume 03 Issue 07-2023
13
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
07
P
AGES
:
11-15
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Naci Kayaoglu (2016) mentioned that even though
types of introverted and extroverted individuals have
been identified in research as an important factor in
other fields of educational and psychological studies,
they are occasionally focused on when learning a
language strategy, which often results in language
associated with success in learning. There have been a
lot of debate about whether extroverts or introverts
learn the language better (p, 819).
To begin with the findings of Brodkey and Shore (1976)
who defined that self
–
esteem seemed to be an
important variable in the SLA, especially in terms of
cross- cultural factors of second language acquisition.
Self
–
esteem is an important tool to maintain a balance
of internal state that is an appropriate running. Arnold
(1999) emphasizes that by paying our attention on
students’ self
-esteem in the language classroom can
help channel learners’ energy towards productive
language acquisition, which they, under certain
circumstances, spend in productive beliefs about
identity, causing them to be distracted form learning
objectives and opportunities.
The term of self-esteem is connected to self-
confidence which has a great power get success not
only a development of second language learning but it
is also essential to accomplish any kind of task or work.
If someone is lack of self- esteem or self- confidence at
the time of fulfilling responsibility, duty or assignment,
there is few chances to perform or complete
efficiently. Although there are a great effort and time
to learn a foreign language, some students still find it
is difficult to get fluency or advanced level. According
to the Horwitz et al (1991) noted that the importance
of the distinction between the “real” self and the
limited person known to the language learner can be
demonstrated in a foreign language at any time, from
foreign academic concerns to other academic ones,
such as mathematics or science, probably no other
direction of study implies self-esteem and self-
expression to the extent that learning a language (31,
p).
Inhibition in the language learning is regarded as a
defensive tool to reduce errors or mistakes in a foreign
language by learning from previous mistakes. Here the
learner accepts the mistake as an insult for himself or
herself and after that he or she tries not to repeat that.
This kind of personality sometimes results in achieving
high results if it is used normally and appropriately.
Brown (2000) stated that approaches to a language
teaching over the past three decades have been
characterized by creating an environment in which
students are free to take risk and verbally experience
hypotheses. He also claims that it broke some students
often reluctant to try their new language. Many
researchers have conducted on this kind of personality
about its effects to a new language learning and one of
them Green (1998) found out that in bilingual studies,
inhibition has been suggested as a cognitive control
Volume 03 Issue 07-2023
14
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
07
P
AGES
:
11-15
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
mechanism is responsible for averting the selection of
non-target words during speech production. It is
impossible to choose a specific personality to improve
language level. There are found those who love risk
taking and this personality trait can help someone to
start a new plan and in many cases, it leads to change
positively. As for the second language learning it is
considered as “the ability to make intelligent guesses”
(Rubin and Thompson, (1994). There are several
reasons not to be able to take a risk for some learners,
for example, the fear of failure, being laughed by
classmates and punishments of teachers make
students not to feel free themselves to express their
opinions or to communicate in the target language.
However, risk-taking learners have advantages in these
conditions. In the psychological variables research that
could characterize “good language learners” several
researchers between 1980-1990 years centered on one
aspect of “extaversion” personality (Beebe, 1983,
Ely,1986,1988). The interest in the exact variable at the
time was not only for coincidence.
Another personality trait is anxiety which has close
connection to self-esteem, risk-taking and inhibition.
Sometimes learning foreign language can be traumatic
experience for those who are lack of language ability.
As a coin has two sides, anxiety has also both
advantages as well as disadvantages for second
language acquisition. Shahila Zafar and K. Meenakshi
divided the target personality trait into two types;
1)
Debilitative (harmful anxiety)
2)
Facilitative (helpful anxiety).
The second type of anxiety is a positive approach for
language learning because the student concern or
worry about fulfilling the assignments completely or
on time, of course, this leads to gain the purpose to
learn language. Research on anxiety and language
learning can serve as a guide for language instructors
in terms of assisting to expand their comprehension of
language acquisition from the students’ viewpoint.
While language learning methods and educational
resources are widely available, acknowledging the
influence of personality traits on foreign language
acquisition can significantly optimize learning
outcomes. Aspiring language learners can leverage
their unique personalities to tailor strategies that align
with their strengths while simultaneously addressing
their weaknesses. Ultimately, embracing these
connections fosters a more holistic and insightful
approach to mastering a new language.
R
EFERENCES
1.
Shahila Zafar and K. Meenakshi, “ Individual
Learner Differences and Second Language
Acquisition: A Review”, 2012.
2.
Katalin Piniel and Kata Csizer, “ L2 Mo
tivation,
anxiety and self-efficacy: The interrelationship of
Volume 03 Issue 07-2023
15
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
07
P
AGES
:
11-15
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
individual variables in the secondary school
context”, 2013.
3.
M. Naci Kayaoglu, “Impact of Extroversion and
Introversion on Language - Learning Behaviors,
2013.
4.
Fotimakhon Abdulmalikova, “
Role of Self-Esteem
in
Second
Language
Oral
and
Written
Performance”, 2020.
5.
Fernando Rubio, “Self
-Esteem and Foreign
Language Learning”, 2007.
6.
Danielle Daidone, “The Role of Inhibitory Control in
Second Language Phonological Processing”, 2016.
7.
Jean-
Marc Dewaele, “ Risk
-taking and Foreign
Language Learning”.
8.
Ying Zheng, “Anxiety and Second/Foreign
Language Learning Revisited”, 2008.
