Research Article
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Büyük Beş Kişilik Özellikleri ve Dil Öğrenme Stratejileri Arasındaki İlişki

Year 2014, Volume: 17 Issue: 32, 1 - 18, 01.12.2014
https://doi.org/10.31795/baunsobed.645490

Abstract

Problem Durumu: Kişilik ve dil öğrenme stratejilerinin ilişkisi üzerine temellendirilmiş çalışmalar tutarsız sonuçlar ortaya koymuşlardır. Bu ikilinin ilişkisini bulmaya yönelik olan çalışma sayısı oldukça azdır. Buna ek olarak, kişiliğin dil öğrenmede oynadığı rolü araştırmaya yönelik çalışmalarda ilgi çekmesi beklenen “Büyük Beş Kişilik Modeli” üzerine yapılan ikinci dil edinimi çalışmaları sayısı da oldukça azdır. Araştırmanın Amacı: Bu çalışmanın esas amacı iki yılık bir devlet üniversitesinin meslek yüksekokulunda okumakta olan Türk öğrencilerin kişilik ve dil öğrenme strateji kullanımları arasındaki ilişkiyi incelemektir. Yöntem: Bu çalışma, kişilik boyutları, dil öğrenme stratejileri ve bunlar arasındaki muhtemel ilişkileri nicel bir yaklaşımla incelemiştir. Araştırmacı tarafından Türkçeye çevrilen iki anket, veri toplama aracı olarak kullanılmıştır. Bulgular ve Sonuçlar: Çalışmanın sonuçları, en popüler strateji grubunun telafi stratejileri; en popüler kişilik boyutunun da uyumluluk olduğunu ortaya koymuştur. Bilişsel stratejiler ve dışa dönüklük; uyumluluk ve zihin; telafi stratejileri ve uyumluluk; duyuşsal stratejiler ve uyumluluk; sosyal stratejiler ve uyumluluk arasında anlamlı ilişkiler bulunmuştur.

References

  • Adams, R. (2006). Language Learning Strategies in Study Abroad Context. In M. A. DuFon and E. Churchill (Eds.), Language Learners in Study Abroad Contexts (pp. 259-293). Clevedon-Buffalo-Toronto: Multilingual Matters Ltd.
  • Arslan, H.; Rata, G.; Yavuz, A. & Dragoescu, A. (2012), Comparative Study of Language Learning Strategies of Romanian and Turkish Students. European Scientific Journal, 8 (28), 136-154.
  • Carrell, P. L. & Prince, M. S. & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46, 75-99.
  • Carrell, P. L. & Anderson, N. J. (1994) Styles and strategies in second language acquisition. Paper presented at the TESOL Convention, Baltimore, MD.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
  • Chen, M.& Hung, L. (2012) Personality Type, Perceptual Style Preferences, and Strategies For Learning English as a Foreign Language, Social Behavior and Personality, 40(9), 1501-1510.
  • Dörnyei, Z. (2005) The Psychology of the Language Learner, Individual Differences in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.
  • Ellis, R. (1985) Understanding Second Language Acquisition. Oxford: Oxford University Press.
  • Ellis, R. (2008) The Study of Second Language Acquisition. (2nd ed.), Oxford: Oxford University Press.
  • Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4, 26-42.
  • Harris, V. & Grenfell, M. (2004). Language learning strategies: A case for cross-curricular collaboration. Language Awareness, 13, 116-130.
  • International Personality Item Pool: A Scientific Collaboratory for the Development of Advanced Measures of Personality Traits and Other Individual Differences (http://ipip.ori.org/). Internet Web Site.
  • Kang, S. (2012) Individual differences in language acquisition: personality traits and language learning strategies of Korean university students studying English as a foreign language, Unpublished PhD thesis, Indiana State University.
  • Lalonde, R. N. & Gardner, R. C. (1984) Investigating a causal model of second language acquisition: Where does personality fit?. Canadian Journal of Behavioral Science, 16, 224-237.
  • Li, J. & Qin, X. (2006) Language learning styles and learning strategies of tertiary level English learners in China. RECL Journal, 37, 67-89.
  • Lightbrown, M. P. & Spada, N. (2006) How Languages are learned Third Edition. Oxford: Oxford University Press.
  • McCaulley, M. H. & Natter, F. (1980) Psychological (Myrers-Briggs) type differences in education. Gainesville, FL: Center for Applications of Psychological Type.
  • Moody, M. C. (2007) Adaptive behavior in intercultural environments: the relationship between cultural intelligence factors and big five personality traits. Unpublished PhD thesis, The George Washington University.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
  • Oxford, R. L. (1992). Who are our students?: A synthesis of foreign and second language research on individual differences with implications for instructional practice. TESL Canada Journal, 9, 30-49.
  • Oxford, R. L. (1999b). Learning strategies. In B. Spolsky (Eds.), Concise encyclopedia of educational linguistics (pp. 518–522). Oxford: Elsevier.
  • Pervin, L. A., & John, O. P. (2001). Personality: Theory and research (8th ed.). New York: John Wiley & Sons.
  • Razı, S. (2012). Turkish EFL Learners’ Language Learning Strategy Employment at University Level. Journal of Theory and Practice in Education, 8(1), 94-119.
  • Scarcella, R. & Oxford, R. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Williams, M. & Burden, R. L. (1997) Psychology for Language Teachers: a Social Constructivist Approach. Cambridge, UK.: Cambridge University Press.

THE RELATIONSHIP BETWEEN THE BIG FIVE PERSONALITY TRAITS AND LANGUAGE LEARNING STRATEGIES

Year 2014, Volume: 17 Issue: 32, 1 - 18, 01.12.2014
https://doi.org/10.31795/baunsobed.645490

Abstract

Problem Statement: The studies based on the relationships between personality and language learning strategies have produced inconsistent results. There have been very few number of studies conducted to find the relationships between personality and language learning strategies. In addition to this, there have been few second language studies based on the Big Five model which is expected to renew interest in the study of the role of personality factors in language learning. Purpose of the Study: The main objective of this study is to examine the relationship between the personality and language learning strategies of Turkish university students studying at a two-year vocational high school in a Turkish state university. Methodology: This study investigated the personality trait levels, language learning strategy levels and the possible relationships among them by employing a quantitative approach. Two different surveys which were translated into Turkish by the author were used as the data gathering tools. Findings and Conclusions: The findings revealed that while the most popularly used strategy group was compensation strategies, the most preferred personality trait was agreeableness. Significant relationships were found between cognitive strategies and extraversion; agreeableness and intellect; compensation strategies and agreeableness; affective strategies and agreeableness; social strategies and agreeableness.

References

  • Adams, R. (2006). Language Learning Strategies in Study Abroad Context. In M. A. DuFon and E. Churchill (Eds.), Language Learners in Study Abroad Contexts (pp. 259-293). Clevedon-Buffalo-Toronto: Multilingual Matters Ltd.
  • Arslan, H.; Rata, G.; Yavuz, A. & Dragoescu, A. (2012), Comparative Study of Language Learning Strategies of Romanian and Turkish Students. European Scientific Journal, 8 (28), 136-154.
  • Carrell, P. L. & Prince, M. S. & Astika, G. G. (1996). Personality types and language learning in an EFL context. Language Learning, 46, 75-99.
  • Carrell, P. L. & Anderson, N. J. (1994) Styles and strategies in second language acquisition. Paper presented at the TESOL Convention, Baltimore, MD.
  • Cohen, A. D. (1998). Strategies in learning and using a second language. Harlow: Longman.
  • Chen, M.& Hung, L. (2012) Personality Type, Perceptual Style Preferences, and Strategies For Learning English as a Foreign Language, Social Behavior and Personality, 40(9), 1501-1510.
  • Dörnyei, Z. (2005) The Psychology of the Language Learner, Individual Differences in Second Language Acquisition. New Jersey: Lawrence Erlbaum Associates Publishers.
  • Ellis, R. (1985) Understanding Second Language Acquisition. Oxford: Oxford University Press.
  • Ellis, R. (2008) The Study of Second Language Acquisition. (2nd ed.), Oxford: Oxford University Press.
  • Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4, 26-42.
  • Harris, V. & Grenfell, M. (2004). Language learning strategies: A case for cross-curricular collaboration. Language Awareness, 13, 116-130.
  • International Personality Item Pool: A Scientific Collaboratory for the Development of Advanced Measures of Personality Traits and Other Individual Differences (http://ipip.ori.org/). Internet Web Site.
  • Kang, S. (2012) Individual differences in language acquisition: personality traits and language learning strategies of Korean university students studying English as a foreign language, Unpublished PhD thesis, Indiana State University.
  • Lalonde, R. N. & Gardner, R. C. (1984) Investigating a causal model of second language acquisition: Where does personality fit?. Canadian Journal of Behavioral Science, 16, 224-237.
  • Li, J. & Qin, X. (2006) Language learning styles and learning strategies of tertiary level English learners in China. RECL Journal, 37, 67-89.
  • Lightbrown, M. P. & Spada, N. (2006) How Languages are learned Third Edition. Oxford: Oxford University Press.
  • McCaulley, M. H. & Natter, F. (1980) Psychological (Myrers-Briggs) type differences in education. Gainesville, FL: Center for Applications of Psychological Type.
  • Moody, M. C. (2007) Adaptive behavior in intercultural environments: the relationship between cultural intelligence factors and big five personality traits. Unpublished PhD thesis, The George Washington University.
  • O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
  • Oxford, R. L. (1992). Who are our students?: A synthesis of foreign and second language research on individual differences with implications for instructional practice. TESL Canada Journal, 9, 30-49.
  • Oxford, R. L. (1999b). Learning strategies. In B. Spolsky (Eds.), Concise encyclopedia of educational linguistics (pp. 518–522). Oxford: Elsevier.
  • Pervin, L. A., & John, O. P. (2001). Personality: Theory and research (8th ed.). New York: John Wiley & Sons.
  • Razı, S. (2012). Turkish EFL Learners’ Language Learning Strategy Employment at University Level. Journal of Theory and Practice in Education, 8(1), 94-119.
  • Scarcella, R. & Oxford, R. (1992). The tapestry of language learning: The individual in the communicative classroom. Boston: Heinle & Heinle.
  • Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
  • Williams, M. & Burden, R. L. (1997) Psychology for Language Teachers: a Social Constructivist Approach. Cambridge, UK.: Cambridge University Press.
There are 27 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Research Article
Authors

Mehmet Asmalı This is me

Publication Date December 1, 2014
Submission Date November 4, 2013
Published in Issue Year 2014 Volume: 17 Issue: 32

Cite

APA Asmalı, M. (2014). THE RELATIONSHIP BETWEEN THE BIG FIVE PERSONALITY TRAITS AND LANGUAGE LEARNING STRATEGIES. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 17(32), 1-18. https://doi.org/10.31795/baunsobed.645490

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