Keywords
language learning strategies
personality traits
How to Cite
Abstract
The present paper investigates the relationships between language learning strategies and their determinants, such as learners’ gender, their area of studies, and personality traits. It describes a study conducted on a group of 199 students of the Faculty of Social Sciences at Adam Mickiewicz University in Poznań. The results of the study indicate that a number of statistically significant relationships exist between strategy use and other individual variables, e.g. gender, level of proficiency, or learners’ area of studies. Moreover, the authors of the study make an attempt to identify and characterise students’ profiles in terms of their personal characteristics and strategic preferences so as to cast light on various paths to foreign language proficiency.References
Bialystok, E. 1983. ,,Some factors in the selection and implementation of communication strategies”. (w) Strategies in interlanguage communication. (red. C. Faerch i G. Kasper). London: Longman, str. 100-118.
Brzezińska, A., Appelt, K. i Ziółkowska, B. 2016. Psychologia rozwoju człowieka. Gdańsk: Gdańskie Wydawnictwo Psychologiczne.
Chang, C. Y., Liu, S. C. i Lee, Y. N. 2007. „A study of language learning strategies used by college EFL learners in Taiwan”. Mingdao Journal of General Education, 3: 235-261.
Conti, G. J. i McNeil, R. C. 2011. „Learning strategy preference and personality type: Are they related?”. Journal of Adult Education, 40: 1-8.
Costa, P. T. Jr. i R. R. McCrae. 1992. Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) manual. Odessa, FL: Psychological Assessment Resources.
Dörnyei, Z. i Ryan, S. 2015. The psychology of the language learner revisited. New York: Routledge.
Ehrman, M. i Oxford, R. 1989. „Effects of sex differences, career choice, and psychological type on adult language learning strategies”. The Modern Language Journal, 73: 1-13.
Ehrman, M. i Oxford, R. 1990. „Adult language learning styles and strategies in an intensive training setting”. The Modern Language Journal, 74: 311-327.
Ehrman, M. E. i Oxford, R. 1995. „Cognition plus: Correlates of language learning success”. The Modern Language Journal, 79: 67-89.
Fijałkowska, A. i Gruszczyński, W. 2009. „Organizacja wspomnień emocjonalnych w pamięci autobiograficznej”. Psychiatria Polska, 43: 341-351.
Green, J. M. i Oxford, R. 1995. „A closer look at learning strategies, L2 proficiency, and gender”. TESOL Ouarterly, 29: 261-297.
Griffiths, C. 2003. „Patterns of language learning strategy use”. System, 31: 367-383.
Griffiths, C. i Cansiz, G. 2015. „Language learning strategies: An holistic view”. Studies in Second Language Learning and Teaching, 5: 473-493.
Hornowska, E. 2003. Temperamentalne uwarunkowania zachowania: badania z wykorzystaniem kwestionariusza TCI RC Cloningera. Poznań: Bogucki Wydawnictwo Naukowe.
Hornowska, E. 2007. Testy psychologiczne: teoria i praktyka. Tom 6. Warszawa: Wydawnictwo Naukowe Scholar.
Jaradat, E. M. M. i Bakrin, H. 2017. „Proficiency level and language learning strategies among jordanian students at Universiti Utara Malaysia”. Proceedings of the ICECRS, 1(1).
Komarraju, M., Karau, S. J., Schmeck, R. i Avdic, A. 2011. „The Big Five personality traits, learning styles, and academic achievement”. Personality and Individual Differences, 51: 472-477.
Macaro, E. 2006. „Strategies for language learning and for language use: Revising the theoretical framework”. The Modern Language Journal, 90: 320-337.
Magogwe, J. M. i Oliver, R. 2007. „The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana”. System, 35: 338-352.
McCrae, R. R., Costa Jr, P. T., Terracciano, A., Parker, W. D., Mills, C. J., De Fruyt, F. i Mervielde, I. 2002. „Personality trait development from age 12 to age 18: Longitudinal, cross-sectional and cross-cultural analyses”. Journal of Personality and Social Psychology, 83: 1456-1468.
Michońska-Stadnik, A. 1996. Strategie uczenia się i autonomia ucznia w warunkach szkolnych. Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego.
Nyikos, M. 1990. „Sex Related Differences in Adult Language Learning: Socialization and Memory Factors”. The Modern Language Journal, 74: 273-287.
Nyikos, M. 2008. „Gender and good language learners”. (w) Lessons from good language learners. (red. C. Griffiths). Cambridge: Cambridge University Press, str. 73-82.
Oxford, R. L. 1990. Language Learning Strategies: What Every Teacher Should Know. Now Boston: Heinle & Heinle Publishers.
Oxford, R. L. (red.). 2003. Language learning styles and strategies. Mouton de Gruyter.
Oxford, R. L. 2011. „Strategies for learning a second or foreign language”. Language Teaching, 44: 167.
Oxford, R., Cho, Y., Leung, S. i Kim, H. J. 2004. „Effect of the presence and difficulty of task on strategy use: An exploratory study”. International Review of Applied Linguistics in Language Teaching, 42: 1-48.
Oxford, R. i Nyikos, M. 1989. „Variables affecting choice of language learning strategies by university students”. The Modern Language Journal, 73: 291-300.
Peacock, M. 1997. „The effect of authentic materials on the motivation of EFL learners”. English Language Teaching Journal, 51: 144-156.
Peacock, M. 2001. „Pre-service ESL teachers' beliefs about second language learning: A longitudinal study”. System, 29: 177-195
Sadeghi, N., Kasim, Z. M., Tan, B. H. i Abdullah, F. S. 2012. „Learning styles, personality types and reading comprehension performance”. English Language Teaching Journal, 5: 116-123.
Sharp, A. 2008. „Personality and Second Language Learning”. Asian Social Science, 4: 17-25.
Strelau, J. 2002. Psychologia różnic indywidualnych. Warszawa: Wydawnictwo Naukowe Scholar.
Tabrizi, A. R. N. i Rahimi, M. 2015. ,,Cluster Analysis of Relationship between Personality Traits and their 3D Model of Learning Style among ELF Students”. International Journal of Review in Life Sciences, 5: 919-925.
Yılmaz, C. 2010. „The relationship between language learning strategies, gender, proficiency and self-efficacy beliefs: a study of ELT learners in Turkey”. Procedia-Social and Behavioral Sciences, 2: 682-687.
Zawadzki, B., Strelau, J., Szczepaniak, P. i Śliwińska, M. 2010. Inwentarz osobowości NEO-FFI Costy i McCrae. Adaptacja polska. Podręcznik. Warszawa: Pracownia Testów Psychologicznych PTP.
License
Copyright (c) 2017 Jakub Przybył, Malwina Małowska, Klaudia Chmielewska, Marta Gawek, Małgorzata Grzymała
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Authors
Authors of texts accepted for publication in Neofilolog are required to complete, sign and return to the Editorial team’s office the Agreement for granting a royalty-free license to works with a commitment to grant a CC sub-license.
Under the agreement, the authors of the texts published in Neofilolog grant Adam Mickiewicz University in Poznań a non-exclusive, royalty-free license and authorize the use of Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0) Creative Commons sub-license.
The authors retain the right to the free disposal of the work.
Users
Interested Internet users are entitled to use works that have been published in Neofilolog since 2017, under the following conditions:
▪ attribution – obligation to provide, together with the distributed work, information about the authorship, title, source (link to the original work, DOI) and the license itself.
▪ no derivatives – the work must be preserved in its original form. Without the author's consent, it is not possible to distribute the modified work in the form of translations, publications, etc.
Copyrights are reserved for all texts published since 2017.
Miscellaneous
Adam Mickiewicz University in Poznań retains the property right as a whole (layout, graphic form, title, cover design, logo etc.).