Personality and Emotional Intelligence in Second Language Learning

✍ Scribed by Katarzyna Ożańska-Ponikwia

• Publisher: Cambridge Scholars Publishing
• Year: 2018
• Tongue: English
• Leaves: 162
• Category: Library

✦ Synopsis

This book addresses a particularly important area of second language acquisition research, specifically the factors that mediate learning outcomes in learning a second or foreign language. It provides a comprehensive, up-to-date overview of studies in the field of second language learning and L2 use from the point of view of personality traits and emotional intelligence. It also present results of a mixed-method study researching the possible influence of these variables on the process of learning a second language. Furthermore, the book represents the first systematic exploration of the role of emotional intelligence and the factors related to it in moderating attainment in the target language. What is also unique here is the investigation of the role of personality with respect to different target language skills and subsystems, which allows finer-grained insights into this relationship. The book will be of considerable interest to both researchers, teachers and students in the fields of SLA, TESOL, applied linguistics, and bilingualism.

✦ Table of Contents

Table of Contents
List of Tables
Preface
Chapter One
1.1 Introduction
1.2 What is personality?
1.3 Personality traits and Emotional Intelligence
1.3.1 The “Big Five” personality traits
1.3.2 Emotional Intelligence as a lower-order personality trait
1.4 Other personality constructs used in SLA research
1.5 Conclusions
Chapter Two
2.1 Introduction
2.2 Personality and learning
2.3 Personality and
2.3.1 Extraversion/Introversion
2.3.2 Neuroticism
2.3.3 Openness to experience
2.3.4 Conscientiousness
2.3.5 Agreeableness
2.3.6 Emotional intelligence
2.4 Personality in the study abroad and immigrant context
2.4.1 Personality and Emotional intelligence in the study abroad context
2.4.2 Personality and emotional intelligence in the immigrant context
2.5 Conclusions
Chapter Three
3.1. Introduction
3.2 Research questions and hypotheses
3.3 Participants
3.4 Research instruments
3.4.1 Personal background questionnaire
3.4.2 Sub-questionnaire measuring various aspects of L2 use
3.4.3 Sub-questionnaire measuring grades and preferences concerning acquisition of L2 skills
3.4.4 NEO-FFI personality questionnaire
3.4.5 Trait Emotional Intelligence Questionnaire (TEIQue)
3.4.6 Reliability analyses of all used questionnaires
3.4.7 Question concerning the most difficult aspects of the foreign language learning
3.5 Procedure
3.6 Conclusions
Chapter Four
4.1 Introduction
4.2 Personality and L2 written and oral proficiency
4.3 Personality in relation to L2 grammar, writing and integrated skills
4.4 Personality and self-reported preferences concerning acquisition of L2 skills
4.4.1. Higher-order personality traits and self-reports concerning acquisition of L2 skills
4.4.2. Lower-order personality traits and self-reports concerning acquisition of L2 skills
4.5 Personality and emotional intelligence and self-reported L2 proficiency
4.6 Personality and emotional intelligence, L2 proficiency and living in the English-speaking country
4.7 L2 anxiety, personality and second language acquisition
4.8 Conclusions
Chapter Five
5.1 Introduction
5.2 Findings
5.2.1 Vocabulary
5.2.2 Lack of fluency
5.2.3 Grammar
5.2.4 Being afraid of making mistakes
5.2.5 Stress
5.2.6 Not being able to express oneself
5.2.7 Understanding the interlocutor
5.2.8 Accent and pronunciation
5.2.9 Low self-confidence
5.2.10 Switching to the foreign language “mode”
5.2.11 No reported difficulties
5.3 Analysis of findings-broad categories
5.4 Analysis of findings based on personality and emotional intelligence traits
5.4.1 Higher order personality traits
5.4.2 Lower order personality traits
5.5 Conclusions
Chapter Six
6.1 Introduction
6.2 Summary of findings
6.3 Limitations of the study
6.4 Conclusions
References
Author Index
Subject Index