Exploring the Influence of Personality Traits on Casual Attributions in Language Learning

Öz

In the contemporary era of globalization and economic shifts, acquiring foreign language skills has become almost indispensable. The ability to communicate in a language other than one's native tongue offers individuals a strategic advantage, facilitating informed decisions and empowering them in various life pursuits. Consequently, there is a growing emphasis on learning languages such as English, German, French, and Chinese. However, this increased focus on language acquisition has brought about significant changes in the landscape of foreign language education. Despite the considerable attention given to language education, particularly in English, which stands as the international lingua franca, learners often encounter challenges in attaining proficiency. This study aimed to explore the influence of personality traits on the success and failure of high school students in learning a foreign language. Conducted using a mixed research method and sequential design, the study involved 984 high school students from the 11th and 12th grades in the Edremit, İpekyolu, and Tuşba districts of Van province. To gather comprehensive data, a combination of quantitative tools such as the "Personal Information Form," "Five Factor Personality Inventory," and "Scale of Attribution of Success and Failure," along with qualitative insights from a "semi-structured interview form," was utilized. The study commenced by establishing a robust theoretical framework, elucidating pivotal concepts such as personality, its basic characteristics, dimensions, attribution theory, and its relationship to foreign language learning. Furthermore, the literature review encapsulated insights from prior studies within attribution theory and personality traits. Subsequently, the mixed-method design, participant information, data collection tools, and procedures were elaborated upon in detail. Employing Weiner's attribution theory, the obtained data were thoroughly deliberated upon, leading to the formulation of recommendations for prospective research. Upon analyzing both quantitative and qualitative data, it became evident that students attributed their success and failure in learning English as a Foreign Language to multifarious factors. Successful students predominantly ascribed their achievements to internal, controllable, and variable factors. Conversely, less successful students attributed their shortcomings to external, uncontrollable, and permanent reasons. Further analyses highlighted the significant influence of gender on attribution types and item-level attributions. Moreover, personality traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience), age, high school type, department level, grade, and academic performance exhibited notable disparities in attributions.

Anahtar Kelimeler

• Attribution theory 1
• personality traits 2
• causal attributions 3

Yabancı Dil Öğreniminde Kişilik Özelliklerinin Nedensel Yüklemeler Üzerindeki Etkisinin İncelenmesi

Öz

Küreselleşme ve ekonomik değişimlerin tüm hızıyla yaşandığı günümüzde, yabancı dil becerileri edinmek neredeyse vazgeçilmez hale gelmiştir. Kişinin anadili dışında bir dilde iletişim kurabilme becerisi, bireylere stratejik bir avantaj sunmakta, bilinçli kararlar almalarını kolaylaştırmakta ve çeşitli yaşam arayışlarında onları güçlendirmektedir. Sonuç olarak, İngilizce, Almanca, Fransızca ve Çince gibi dillerin öğrenilmesine giderek daha fazla önem verilmektedir. Ancak, dil edinimine yönelik bu artan odaklanma, yabancı dil eğitiminin öğrenilkmesinde ve öğretilmesinde önemli değişiklikler meydana getirmiştir. Dil eğitimine, özellikle de uluslararası ortak dil olarak kabul edilen İngilizceye verilen büyük öneme rağmen, öğrenciler yeterlilik kazanma konusunda sıklıkla zorluklarla karşılaşmaktadır. Bu çalışma, kişilik özelliklerinin yabancı dil öğrencilerinin ikinci dil öğrenmedeki başarı ve başarısızlıkları üzerindeki etkisini araştırmayı amaçlamıştır. Karma araştırma yöntemi ve sıralı desen kullanılarak yürütülen çalışmaya Van ili merkez ilçelerindeki 984 yabancı dil öğrencisi katılmıştır. Kapsamlı veri toplamak için "Kişisel Bilgi Formu", "Beş Faktör Kişilik Envanteri" ve "Başarı ve Başarısızlığı Atfetme Ölçeği" gibi nicel araçların yanı sıra "yarı yapılandırılmış görüşme formundan” elde edilen nitel veriler de kullanılmıştır. Çalışma, kişilik, temel özellikleri, boyutları, atıf kuram ve yabancı dil öğrenimi ile ilişkisi gibi önemli kavramları açıklayan sağlam bir teorik çerçeve oluşturarak başlamıştır. Ayrıca, literatür taraması, atıf kuram ve kişilik özellikleri kapsamında önceki çalışmalardan elde edilen içgörüleri kapsamaktadır. Daha sonra, karma yöntem tasarımı, katılımcı bilgileri, veri toplama araçları ve aşamaları ayrıntılı olarak ele alınmıştır. Weiner'in atıf kuram kullanılarak, elde edilen veriler derinlemesine tartışılmış ve ileriye dönük araştırmalar için öneriler geliştirilmiştir. Hem nicel hem de nitel veriler analiz edildiğinde, öğrencilerin yabancı dil öğrenmedeki başarı ve başarısızlıklarını çok çeşitli faktörlere bağladıkları ortaya çıkmıştır. Başarılı öğrenciler, başarılarını ağırlıklı olarak içsel, kontrol edilebilir ve değişken faktörlere atfetmişlerdir. Buna karşılık, daha az başarılı öğrenciler eksikliklerini dışsal, kontrol edilemez ve kalıcı nedenlere bağladılar. İleri analizler, cinsiyetin atıf türleri ve madde düzeyindeki atıflar üzerindeki önemli etkisini vurgulamıştır. Ayrıca, kişilik özellikleri (dışadönüklük, uyumluluk, vicdanlılık, nekrotiklik ve deneyime açıklık), akademik performans, yüklemelerde kayda değer farklılıklar sergilemiştir.

Anahtar Kelimeler

• Yükleme kuramı 1
• kişilik özellikleri 2
• nedensel yüklemeler 3.

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