Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research

Chen, Xinjie; He, Jinbo; Swanson, Elizabeth; Cai, Zhihui; Fan, Xitao

doi:10.1007/s10648-021-09641-6

Cited by 33 publications

(15 citation statements)

References 90 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The comparative study of kati in different varieties of Greek will add to this literature and will be very informative about processes of register levelling as well as language interference, as we study HSs of Greek in different majority language contexts. In addition to these factors, tracking the psychological personality profile of participants has brought revolutionary and well interpretable findings in different scientific fields (neuropsychiatry: Atak 2013; medical field: Karfopoulou 2016; L2 learners: Chen et al 2021). In the aforementioned studies, the variation of the results can be explained on the basis of The Big Five Personality Test (extended to Ten Item Personality Inventory) by tracing the aspects of the participants' characters.…”

Section: Introductionmentioning

confidence: 99%

A Plural Indefinite Article in Heritage Greek: The Role of Register

Rizou

2022

Languages

View full text Add to dashboard Cite

This paper investigates the use of kati “some” by Greek Heritage Speakers (HSs) in comparison to monolinguals. While all Greek determiners are marked for gender, case, and number, and agree with their nominal complement, kati is an exception, as it lacks agreement and combines only with plural nouns. Building on the existing literature, we show that its function is to remain vague about the number of individuals/entities denoted. Our hypothesis is that vague language (VL) is a feature of informal conversations and of the spoken language. To this end, we conducted a study in which Heritage Speakers of Greek and monolingual speakers of Greek participated in a production task held in two distinct settings and modalities. In addition, we performed corpus searches to see how both monolingual and Heritage Speakers use kati. The results show that monolingual speakers do indeed prefer kati in the informal register, while Heritage Speakers overgeneralize its use across registers. Our findings confirm the use of vague language in informal registers and oral modality and support claims in the literature on register levelling by Heritage Speakers. Focusing on monolinguals’ repertoire, a judgment task with different levels of formality was additionally performed. These results in principle align with our hypothesis and signal that neither frequency nor other informality contexts trigger a higher rate for kati.

show abstract

Section: Introductionmentioning

confidence: 99%

A Plural Indefinite Article in Heritage Greek: The Role of Register

Rizou

2022

Languages

View full text Add to dashboard Cite

show abstract

“…Each of the five global factors of personality as detailed by Costa and McCrae (1992) have individually been associated with learning and success in academic pursuits, although Conscientiousness is commonly found to be the strongest predictor of domain-general academic success (see the following meta-analyses for review : Poropat, 2009;Stajkovic et al, 2018;Vedel, 2014). Interestingly, however, in a recent meta-analysis focusing on the domain of foreign language achievement, Openness to Experience and Conscientiousness were found to be the strongest predictors of foreign language learning success (Chen et al, 2021). However, even though the global personality traits have been associated with academic success, it should also be noted that personality traits may not just predispose an individual to have better grades, but may also affect the learning process and learner experience (Boekaerts, 1996;De Raad & Schouwenburg, 1996).…”

Section: Personality Theories and Fl Learningmentioning

confidence: 99%

“…This is not surprising, given the relatively small amounts of variance often explained in foreign language (FL) proficiency by personality traits, especially in comparison to the meatier findings with regards to motivation and ability (Dewaele, 2012). Indeed, a recent meta-analysis focusing on correlational relations between personality traits and FL academic performance found relatively small effect sizes (-.036 < r < .225; k = 137; Chen et al, 2021). It is therefore no wonder that Dörnyei (2005) remarked that "the role and impact of personality factors are of less importance than those of some other individual differences variables such as aptitude and motivation" (p. 10).…”

mentioning

confidence: 99%

Can personality predict foreign language classroom emotions? The devil’s in the detail.

Botes¹,

Dewaele²,

Greiff³

et al. 2023

Preprint

View full text Add to dashboard Cite

Personality has been identified as a possible antecedent to emotions experienced in the foreign language (FL) classroom. However, contrasting results and differing personality models have resulted in ambiguous findings. This study set out to delve deeper into the role of personality as a predictor of FL emotions through a series of increasingly restrictive statistical models on a sample of n=246 FL learners. The relationships between personality – operationalised as global and lower-order factors in the Five Factor Model – and the FL emotions of Foreign Language Enjoyment, Anxiety, and Boredom were examined. The global factors of Neuroticism, Extraversion, and Conscientiousness, and the lower-order factors of Trust, Dutifulness, and Cheerfulness were significant predictors of FL emotions. However, the complexity of personality as a predictor variable is demonstrated in the intricacy of the results and as such the inclusion of personality in explanatory models of FL emotions ought to be approached with caution.

show abstract

“…Personality factors are part of the affective factors that prepare psychological readiness for learning (Maclntyre & Charos, 1996). In their meta-analysis of 40 years of research, Chen et al (2021) emphasized being open to new experiences as a very vital personality trait in the learning of Chinese as a second language.…”

Section: Personality Issues and Motivation To Learn A Second Languagementioning

confidence: 99%

Factors Affecting Students’ Attitude towards Learning Chinese as a Second Language: A Case Study of the Confucius Institute at Makerere University and Luyanzi College, Uganda

Bulolo¹,

Reymick²,

Mangudhla³

et al. 2022

JSS

View full text Add to dashboard Cite

The relationship between Uganda and China has promoted trade and peopleto-people contact. In recent years, Chinese enterprises and other investments have been established in Uganda. Many Ugandans visit China for trade, tourism, and education. Learning Chinese in Uganda is becoming more and more important because the language opens up so many doors. The study focused on students learning Chinese as a second language at the Confucius Institute, Makerere University, and Luyanzi College. The research article explored the factors affecting attitude toward learning Chinese as a second language as well as their goals for learning Chinese. This study employed a quantitative approach by sending questionnaires to students learning Chinese at the Confucius Institute, Makerere University, and Luyanzi College. A total of 82 students were recruited for the study; 50 from Makerere University and 32 from Luyanzi College. The study unequivocally revealed that a positive attitude remains the most vital factor in learning Chinese as a second language at the Confucius Institute at Makerere University and Luyanzi College. Learners showed a positive attitude towards learning the Chinese language since most of the responses indicated that they enjoyed learning the Chinese language and learned Chinese for better jobs and business opportunities. However, there are factors such as limited learning materials, lack of opportunities to practise the language, the age of the students and their gender that negatively

show abstract

Big Five Personality Traits and Second Language Learning: a Meta-analysis of 40 Years’ Research

Cited by 33 publications

References 90 publications

A Plural Indefinite Article in Heritage Greek: The Role of Register

A Plural Indefinite Article in Heritage Greek: The Role of Register

Can personality predict foreign language classroom emotions? The devil’s in the detail.

Factors Affecting Students’ Attitude towards Learning Chinese as a Second Language: A Case Study of the Confucius Institute at Makerere University and Luyanzi College, Uganda

Contact Info

Product

Resources

About