Is there any relationship between English level and personal factor?
Graduation Thesis
Presented to
the Faculty of the Department of
English Language and Literature
Notre Dame Seishin University
In Partial Fulfillment
of the Requirement for the Degree
Bachelor of Arts
by
Kana Taguchi
2011
Contents
Abstract1
Chapter One: Learner type and personality3
1.1 Introduction3
1.2 Learner types4
1.2.1 Introduction4
1.2.2 Theories about learner types4
1.2.3 Solitary learners5
1.2.4 Detail learners5
1.2.5 Social learners6
1.2.6 Communicative learners6
1.3 Personality6
1.3.1 Introduction6
1.3.2 Theories about personality7
1.3.3 Agreeableness8
1.3.4 Openness to Experience8
1.3.5 Extroversion8
1.3.6Conscientiousness9
1.3.7 Neuroticism9
1.4 Previous research9
1.5 Research questions9
1.6 Summary10
Chapter Two: Research11
2.1 Introduction11
2.2 Questionnaire11
2.2.1 Introduction to the questionnaire11
2.2.2 Method11
a) Subjects11
b) Test design -- the questionnaire12
c) Procedure12
2.3 Results13
2.3.1 Subjects’ English level13
2.3.2 Subjects’ attitude toward English classes or learning15
2.3.3 Subjects’behavior in dairy life16
2.3.4 Subjects’ learner type19
2.3.5 Subjects’ personality19
2.4 Summary20
Chapter Three: Discussion21
3.1. Introduction21
3.2. Summary of the result from the questionnaire21
3.3 Discussion of the results22
3.3.1 Analysis of the relationships between learner type and English level22
3.3.2 Analysis of the relationships between personality and English level23
3.3.3 Analysis of the each learner type’s results25
3.4 Answering the research questions29
3.5 Implications31
3.6 Limitations of the questionnaire31
3.7 Further research31
3.8 Conclusion32
References33
Appendices34
Abstract
When we learn English, we can see some differences about language acquisition among learners. For example, there are differences of English level, even learners learn English from same teacher, and start learning same time. Why the differences of English level are happened? Now, learner’s internal factors are focused on. Therefore, in this thesis, we thought this question from aspects of learner’s internal factor, especially, learner type and personality.
The aim of this thesis was to examine relationships among learner type, personality and English level. In Chapter One, we looked at general theory about learner type and personality. Then, in Chapter Two, we looked at questionnaire structure and overall results. The questionnaire consisted of three sections. Section 1 asked students TOEIC score and STEP grade. Section 2 asked 13 questions to know which leaner type students belonged to, and Section3 asked 36 questions about personality. We classified leaner type into four types; Solitary learners, Detail learners, sociallearnersand communicative learners. Also, we classified personality into five types; Agreeableness, Openness to Experience, Extroversion, Conscientious, and Neuroticism.The questionnaire results from 55 subjects at Notre Dame Seishin University students who belong to English department. Subjects are all Japanese female. Finally, we discussed and analyzed about relationships among learner type, personality, and English level. From the questionnaire results we could findlearner type, personality type and English level relate with each other. The result of questionnaire showed us that the generosity toward making mistakes is important for English learner. Therefore, English learner shouldn’t be afraid of making mistakes. Also, we could be expected that English learner needed to flexible thinking such as receiving irregular form of English.
Chapter 1: Learner type and personality
1.1Introduction
Today, the world is becoming more globalized. We can easily go other countries, communicate with foreign people, watch foreign TV drama or movies, and see tourists from other countries. As Japan becomes moreinternational, Japanese people have becomeinterested in English and have feltimportance of learning English to communicate with foreign people. Now, many people go to English conversation school for their business or overseas travel, and many parents make their children study English before their children enter junior high school.However, there are two types of learner. One is learners who can learn English easily and quickly, and the other one is learners who have some difficulties in English learning. What factor makes these differences?
These days, personal factors like motivation, personality, learning strategies, feelings, gender and age are focused on, because people think they are closelyconnected with English acquisition. Oxford and Ehrman (1993) suggest that teachers of a second language need to identify and comprehend significant individual differences in their learners if they are to provide the most effective instruction possible. What is effective learning? Probably, effective learning depends on people, so we will research the character and learning strategies in this thesis. One important question is whether there is any relationship between personality and learning strategies? Moreover, is there any influence on the English level from learner’s personality or learning strategies?In this chapter, we will look at general ideas of learner types and learner personality.
1.2Learner types
1.2.1Introduction
Today, there are lots of studies about learner type. We can divide learners into some types from various points of views. For example, learners can be divided from the perspectives of English level, age, cognitive styles, and so on. Of course, learning style are different depend on learners. If we can understand our learner type, we can easily know our tendencies of learning, and it makes us easier to learning languages. Now, we will look at some studies and theories about learner types.
1.2.2 Theories about learner types
There are various theories about how to divide learners into types. For example,learners can be divided by their English level, such as Beginner, Intermediate learner, and Advanced learner. Oxford and Erhman (1993) divided learners into two types by learners’learning styles. One is the people who use a global learning style andthe other is the people who use an analytic learning style.The global learning style is a learning style which learns whole things at first, on the other hand, analytic learning style is a learning style which learnsdetails at first.
The methodologist Wright (1987) described four different learner styles; the Enthusiast, the Oracular, the Participator, and the Rebel. Both of the Enthusiast and the Oracular learners focus on the teacher, however, the Enthusiast learners focus on goals of the learning group, on the other hand, the Oracular learners focus on personal goals. The Participator learners make a point of the group goals and group solidarity. On the other hand, the Rebel learnersfocus on their own goals.
Keith Willing (1987) suggested four learner types; Convergers, Conformists, Concrete learners, and Communicative learners. Convergers avoid groups, they like alone, and they have confidence in their own abilities. Conformists are students who like learning about language without using language actually. They like non-communicative classes. Concrete learners like learning from direct experience. They are interested in language use or language as communication. They enjoy games and group works. Communicative learners make an importance of communication with others. They don’t like teacher centered classes.
In this thesis,we would like to divide learners into four types; Solitary learners, Detail learners, Social learners and Communicativelearners which are divided by learners learning strategy. Now, we look at each learner type individually.
1.2.3 Solitary learners
Solitary learners like studying alone, so they don’t like group works. They prefer learning from books to learning from experience, so they don’t like presentation or discussion. They like a teacher centered class because they can study alone in teacher centered class.
1.2.4 Detail learners
Detail learners like thinking complicated problem and puzzles. They like finding rules, so they like learning detailed things like grammar. They don’t like not understanding. They always want to be a perfect. Detail learners similar to solitary learners in some points. Detail learners like teacher centered class and learning from books.
1.2.5 Social learners
Social learners like studying with their friends, so they like group work. Basically, they prefer learning from experience to learning from books, so they don’t like a teacher centered class.
1.2.6 Communicative learners
Communicative learners like communicating with foreign people. They make a point of English use, so they like practical work like group work, discussion and presentation. They like learning from experience. They aren’t care about making mistakes.
1.3Personality
1.3.1Introduction
Recently, as the study of language learning makes progress, internal factorshave become focused on. Internal factors are such as motivation, personality, intelligence, and so on. Now, there are many studies about relationships between language learning and internal factors. However, there are very few studies which focused on personality, so in this thesis, we would like to focus on learners’personality.
1.3.2Theories about personality
There are various theories about how to divide personality into types. Guilford, invented the personality test which was made by basing on 13 characteristic factors, and then, Yatabe (1954)made new test which was made by basing on Guilford’s study. Yatabesaid people have common 12 characteristics; depression,cyclic tendency, inferiority feelings, nervousness, lack of objectivity, lack of cooperativeness, lack of agreeableness, general activity, rhathymia, thinking extroversion, ascendance, and social extroversion. Yatabeused these 12 characteristics to divide people into five types; Average type, Black list type, Calm type, Director type and Eccentric type. Yatabe defined each personality types like the below.
・Average type people are very normal people.
・Black list type people are unstable people and they often become delinquent when they can’t be blessed by life environment.
・Calm type people have stable emotion and also they can easily adapt their feelings to environment around them. However they are negative.
・Director type people are apt to show their good aspects of characteristic. This type is regarded as a pleasant characteristic type.
・Eccentric type people tend to neurosis.
Eysenck(1965) tried to analyze personality bypeople’s amount of a person’s extroversion-introversion and neuroticism which are known by focusing on people’s physiological basis of difference among individuals. Today, the big five is a powerful theory to analyze personality. Big five theory is a theory which describe personality through five factors; neuroticism, extroversion, openness to experience, agreeableness and conscientiousness.In this thesis, subjects are divided by into five types by their personality type. The way of dividing themis based on the big five theory.The five types are Agreeableness, Openness to Experience, Extroversion, Conscientiousness, and Neuroticism.
1.3.3 Agreeableness
People with Agreeableness place stress on atmosphere and they don’t like quarrels with others. They are good at doing group work. They are very kind for their friends. However, they don’t like taking action alone.
1.3.4 Openness to Experience
People with Openness to Experience want to do new things or get new knowledge. They don’t fear trying new things or go new circumstances. They always want stimulus things. However, they act emotionally without thinking the consequences.
1.3.5 Extroversion
People with Extroversion aregood at communicating with others. They are very positive to communicate with people. They are very active people. They like varieties and they lose interests soon.
1.3.6 Conscientiousness
People withConscientiousness arediligent people. They don’t like halfway. Sometimes they feel stress easily.They are afraid of making mistakes, they want to be always perfect, and they are proud of themselves.
1.3.7 Neuroticism
People withNeuroticism are unstable people. They are easily annoyed and depressed.Also, they don’t have confidence about themselves. They tend to be afraid of making mistakes and they tend to give up soon.
1.4Previous research
Generally, people think the extrovertedpeople are cut out for learning second language, because they are not afraid of making mistakes and they try to use English actively. However, according to Busch’s research (1982), the introverted people had better skill at aspects of reading, grammar and pronunciation than the extroverted people. Busch said there was no difference in the result of oral examination between the extroverted people and the introverted people.
1.5Research questions
As I mentioned earlier, there were many kinds of learner types and personality types. From now, in Chapter Two wewill research about the relationships between learner types and personality types by questionnaire.
The research questions are:
- Isthere any relationship between learner types and English levels?
- Is there any relationship between personality types and English levels?
- Does the learner type depend on the personality type?
1.6Summary
In this chapter, we looked at general opinion and previous research about learner type and personality types. However, there are many opinions about learner types and personality, moreover, there seems to be no research to research about relationships between leaner type and personality. In Chapter Two, we will look at the results of questionnaire about this, and in Chapter Three, we will discuss aboutthere are any relationships between leaner types and personality.
Chapter2: Research
2.1 Introduction
In Chapter One, we looked at what learner type was and the features of each learner type. We also discussed about how personality was built up, and advantages and disadvantages of each personalities. In this chapter, we will see if there is relationship between learner type and personality by looking at the resultsfrom a questionnaire.
2.2 Questionnaire
2.2.1 Introduction to the questionnaire
The main aim of this questionnaire was to find if there was a connection between subjects’ learner type and personality. This questionnaire was mainly divided into three sections. In Section1, there were questions to ask the subjects’ TOEIC score and STEP grade to know subjects’ English level, in Section 2, there were 13 questions to ask about subjects’ learning styles to knowsubjects’learner type and in Section3, there were 36 questions to ask about subjects’personality. At first, we will look at the result of each section. Then, we will compare with their result to find out any relationships between them.
2.2.2 Method
a) Subject
58 subjects answered this questionnaire, however three people didn’t answer it perfectly, so the results of 55 subjects were used to find out the relationships between learner type and personality. They were third and fourth year students and belonged to Notre Dame Seishin University, Department of English language and Literature. All of them were female.
b) Test design -- the questionnaire
This questionnaire consisted of three sections. This questionnaire was made for this thesis, and questions of section 2 were shared with two seminar members. Section 1 asked students TOEIC score and STEP grade. Section 2 asked 13 questions to know which leaner type students belonged to, and Section3 asked 36 questions about personality. We classified leaner type into four types; Solitary learners, Detail learners, sociallearnersand communicative learners. Also, we classified personality into five types; Agreeableness, Openness to Experience, Extroversion, Conscientious, and Neuroticism. The subjects chose their best answer for each question. The Japanese and English versions of the questionnaire are in the Appendix. The reason why these questions were chosen was to know that if personalityeffect English ability and bring some differences in learning styles.
c) Procedure
At first, we limited subjects to only third and fourth year students who belonged to the English department at Notre Dame Seishin University. There was no time limitation to complete this questionnaire. The subjects could answer this questionnaire anytime, anywhere. The subjects were all Japanese and they answered the Japanese versions of the questionnaire, so they could understand my questions well. The data were put in excel and analyzed.
2.3 Results
In this section, we will look at the results of the questionnaire. First, we will look at Section 1 to know subjects’ English level. Secondly, we would like to see the subjects’attitude toward English learning in order to find out subjects’learner type from the result of Section 2 of the questionnaire. Third, we will look at Section 3 to see students’ personality.
2.3.1 Subjects’ English level
Table 1 shows the number of subjects who have taken TOEIC.
Table1:Data for the number of subjects who have taken TOEIC.
Yes / No1)Have you ever taken TOEIC? / 31 / 24
We asked the subjects whether they have taken they have taken TOEIC or not, and these results were shown in Table 1. According this table, 31 subjects have taken TOEIC and 24 subjects haven’t taken TOEIC. Table 2 showed that which grade the subjects have.
Table2a: Data for the number of subjects who have STEP grade.
Yes / No2)Do you have STEP grade? / 34 / 21
Table2b: Data for the subjects’ STEP grade.
STEP grade / Pre-1 / 2 / Pre-2 / 33)Which grade do you have? / 2 / 25 / 6 / 1
According to Table2, 34 subjects have had STEP grade and 21 subjects didn’t have STEP grade. Two subjects in 34 subjects who have had STEP test had grade pre-1, 25 subjects had grade 2, six subjects had grade pre-2, and one subject had grade 3.
Table 3 shows the subjects’ English level.
Table 3:Data for the subjects’ English level.
TOEIC score / 899~800 / 799~700 / 699~600 / 599~500 / 499~400 / 399~3002 / 11 / 9 / 13 / 3 / 1
In Table 3, the data for the subjects’ English TOEIC level was shown. According to the TOEIC Official Website, the average TOEIC score was like below. Grade pre-1 persons’ average scorewas 732, grade 2 peoplewere517, grade pre-2 people were 392, and grade 3 people were 365. In this thesis, we used TOEIC score to know subjects’ English level, however in the case that the subject have taken only STEP test, we converted STEP grade into TOEIC average score. According to Table 3, two subjects had an 899~800 TOEIC score, 11 subjects had a 799~700 TOEIC score, nine subjects had a 699~600 TOEIC score, 13 subjects hada 599~500 TOEIC score, three subjects had a 499~400 TOEIC score, and one subject had a 399~300 TOEIC score.
2.3.2 Subjects’ attitude toward English classes or learning
Table 4 shows the data for the subjects’ attitude toward English learning by percentage for each question.
Table 4: Data for the subjects’ attitude toward English learning.
Section 2 / Strongly agree / Agree / Neither agree nor disagree / Disagree / Strongly disagree1)I prefer studying alone in class. / 19.0% / 39.7% / 20.7% / 20.7% / 0.0%
2)I like studying the details of language.(e.g. grammar) / 19.0% / 19.0% / 17.2% / 31.0% / 13.8%
3)I’d rather keeping quiet than saying the wrong answer or making mistake. / 19.0% / 20.7% / 17.2% / 36.2% / 6.9%
4)I like to find language rules when I study. / 24.1% / 31.0% / 12.1% / 22.4% / 10.3%
5)When I read English books, I try to understand the grammar and meaning perfectly. (I don’t like not understanding.) / 12.1% / 24.1% / 24.1% / 25.9% / 13.8%
6)It’s hard to ask someone to help me when I’m in difficulty. / 0.0% / 8.6% / 8.6% / 48.3% / 34.5%
7)I don’t care about mistakes when I speak English. / 13.8% / 29.3% / 25.9% / 19.0% / 12.1%
8)I prefer learning from books to learning from experience. / 0.0% / 13.8% / 29.3% / 39.7% / 17.2%
9)I get tense when I speak in public. / 43.1% / 29.3% / 8.6% / 12.1% / 6.9%
10)I prefer a teacher centered class. / 8.6% / 22.4% / 37.9% / 27.6% / 3.4%
11)I care about grammar more than the content when I read English. / 1.7% / 6.9% / 17.2% / 48.3% / 25.9%
12)I like Oral communication class because I can talk with friend. / 22.4% / 37.9% / 25.9% / 10.3% / 3.4%
13)I like Oral communication class because it is useful for communicating with foreigners. / 34.5% / 44.8% / 13.8% / 6.9% / 0.0%
In Table4, the data for the subjects’ attitude toward English learning was shown.In Question 2, 31.0% and 13.8% of the subjects answered that they hated learning details of English like grammar, and question 8 showed 39.7% and 17.2% of the subjects prefer learning from experience to learning from books. Question 13 showed 34.5% and 44.8% of the subjects like oral communication because it was useful for communicating with foreigners. These result showedthe subjects wanted to learn English in reality or they wanted to learn not only knowledge but also useful English skill. On the other hand, Question 3 showed 19.0 % and 20.7% subjects were afraid of making mistakes.