Extraversion: The Unloved Variable in Applied Linguistic Research

Dewaele, Jean‐Marc; Furnham, Adrian

doi:10.1111/0023-8333.00098

Cited by 252 publications

(165 citation statements)

References 59 publications

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“…Extraverted stories averaged 282 words in length, while introverted stories averaged 170 words in length, p < .001, an average difference of over 100 words. Differences in volume of spoken words produced have been found in prior extraversion research (Dewaele & Furnham, 1999). However, introverted and extraverted dyads did not differ with regard to the number of stories produced; overall, an average of three or four stories were told per dyad (range = 1-8).…”

Section: Gender Differencesmentioning

confidence: 53%

Channeling identity: A study of storytelling in conversations between introverted and extraverted friends

Thorne

Korobov

Morgan

2007

Journal of Research in Personality

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This narrative study examined the process of personal storytelling between college-age friends who were similarly introverted or extraverted. Participants were 19 introverted and 20 extraverted samesex pairs (49 percent female) who had been friends for an average of 18 months. Stories emerged spontaneously during 10-minute catch-up conversations. Extraverted friends more often told stories that changed the topic, and more often co-constructed story plots. Introverted friends more often told stories that were embedded in a developing theme, and constructed story plots solo. With regard to content, extraverted friends told stories about romance more so than introverted friends, whose stories more often concerned family/hometown, and older events. The findings suggest that the traits of extraversion and introversion channel the identity-making process. Keywordsintroversion; extraversion; friendship; stories; identity; narrative; discourse; traits; conversation One cannot grasp the most profound logic of the social world unless one becomes immersed in the specificity of an empirical reality (Bourdieu, 1993, p. 271) With the advent of narrative psychology (Bruner, 1990), the concept of personality has expanded beyond the domain of traits, such as extraversion, to encompass identity, or the sense that people make of their lives through telling stories (McAdams, 2001). This expansion of the concept of personality to include life stories has enhanced the degree to which personality psychology attends to the whole person (McAdams, 1995), but the expansion has not been easy. A notable difficulty in connecting traits and life stories is that traits tend to be construed as genetic endowments, and life stories as psychosocial constructions (McAdams, 2001). However, it is now widely recognized that traits such as extraversion, while genetically based (e.g., Plomin, Chipuer, & Loehlin, 1990), become developmentally elaborated through psychosocial processes (Caspi, 1998).The present study builds on the idea that traits help to channel the development of other domains of personality (McLean & Pasupathi, 2006;Winter, John, Stewart, Klohnen, & Duncan, 1998). We investigated this channeling by exploring how people actively construct or "do" personality in everyday life (Cantor, 1990). A performative approach to the development of personality traits has been well-articulated by Caspi (1998), whose model of developmental Address correspondence to: Avril Thorne, University of California, Santa Cruz, Department of Psychology, 277 Social Sciences 2, Santa Cruz, CA 95064,, E-mail: avril@ucsc.edu. Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, an...

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Section: Gender Differencesmentioning

confidence: 53%

Channeling identity: A study of storytelling in conversations between introverted and extraverted friends

Thorne

Korobov

Morgan

2007

Journal of Research in Personality

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“…A review by Furnham (1990) describes linguistic features linked to extraversion and other traits, and Dewaele and Furnham (1999) review studies focusing on the link between extraversion and both language learning and speech production.…”

Section: Markers Of Extraversionmentioning

confidence: 99%

“…Extravert students learning French as a second language produce more back-channels, and have a more implicit style and a lower lexical richness in formal situations. It seems that the more complex the task and the higher the level of anxiety, the easier it is to differentiate between introverts and extraverts (Dewaele & Furnham, 1999). Heylighen and Dewaele (2002) also note that extraversion is significantly correlated with contextuality, as opposed to formality.…”

Section: Markers Of Extraversionmentioning

confidence: 99%

“…Heylighen and Dewaele (2002) also note that extraversion is significantly correlated with contextuality, as opposed to formality. Contextuality can be seen a high reliance on shared knowledge between conversational partners, leading to the use of many deictic Table 1: Summary of identified language cues for extraversion and various production levels, based on previous studies by Scherer (1979), Furnham (1990), Pennebaker and King (1999), Dewaele and Furnham (1999), Gill (2003), Mehl et al (2006). Asterisks indicate that the cue is only based on a hypothesis, as opposed to study results.…”

Section: Markers Of Extraversionmentioning

confidence: 99%

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Using Linguistic Cues for the Automatic Recognition of Personality in Conversation and Text

Mairesse¹,

Walker²,

Mehl³

et al. 2007

jair

729

625

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It is well known that utterances convey a great deal of information about the speaker in addition to their semantic content. One such type of information consists of cues to the speaker's personality traits, the most fundamental dimension of variation between humans. Recent work explores the automatic detection of other types of pragmatic variation in text and conversation, such as emotion, deception, speaker charisma, dominance, point of view, subjectivity, opinion and sentiment. Personality affects these other aspects of linguistic production, and thus personality recognition may be useful for these tasks, in addition to many other potential applications. However, to date, there is little work on the automatic recognition of personality traits. This article reports experimental results for recognition of all Big Five personality traits, in both conversation and text, utilising both self and observer ratings of personality. While other work reports classification results, we experiment with classification, regression and ranking models. For each model, we analyse the effect of different feature sets on accuracy. Results show that for some traits, any type of statistical model performs significantly better than the baseline, but ranking models perform best overall. We also present an experiment suggesting that ranking models are more accurate than multi-class classifiers for modelling personality. In addition, recognition models trained on observed personality perform better than models trained using selfreports, and the optimal feature set depends on the personality trait. A qualitative analysis of the learned models confirms previous findings linking language and personality, while revealing many new linguistic markers.

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“…Sax (1999) et Thomas (2000) ont également trouvé que les apprenants de français en contexte scolaire omettaient le ne mais qu'ils le faisaient moins souvent que les locuteurs L1. Noyau (1984), de Dewaele (1992, 1999a, b, 2001c, à paraître a, b), Dewaele et Furnham (1999, 2000a, b), de Regan (1995 c) Ceux qui ont une anxiété langagière plus limitée (notamment les extravertis) oseront omettre le ne davantage. La prohibition de la part des enseignants belges d'utiliser des mots d'argot et des registres trop familiers pourrait décourager les locuteurs à utiliser cette caractéristique syntaxique jugée trop populaire.…”

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Maîtriser la norme sociolinguistique en interlangue française: le cas de l'omission variable de ‘ne’

Dewaele

Regan

2002

French Language Studies

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Résumé L'acquisition de la norme sociolinguistique française pose des problèmes considérables aux locuteurs non-natifs. L'analyse de la variation dans l'omission du ne dans un corpus d'interlangue avancée de 27 apprenants néerlandophones interviewés dans une situation informelle et formelle confirme que l'instruction formelle est insuffisante pour la maîtrise de la norme sociolinguistique native. Une majorité de locuteurs omettent le ne un peu moins souvent dans une situation formelle mais la variation va dans le sens opposé pour une minorité de locuteurs. L'observation et surtout la participation à des interactions authentiques avec des locuteurs natifs stimulent l'acquisition de la norme sociolinguistique. Une analyse statistique révèle que différentes variables socio-biographiques, psychologiques et situationnelles déterminent la variation intra-et interindividuelle dans les taux d'omission du ne. IntroductionEn dehors des pays francophones, l'apprentissage du français se déroule généralement en milieu guidé 1 . C'est dans la classe de langue que l'apprenant acquiert le lexique, les règles de syntaxe et de morphologie qui lui permettent de communiquer dans la langue-cible. Dans l'enseignement des langues, on met actuellement l'accent sur la compétence communicative (Yalden, 1991). Cela signifie, en théorie, que l'élève apprend des actes de langage dans la langue-cible et acquiert par ce biais une compétence sociolinguistique et grammaticale. Le programme officiel pour l'enseignement du français en Flandre (Leerplan Secundair Onderwijs), par exemple, spécifie ainsi que la composante grammaticale est subordonnée aux objectifs communicationnels (1997a: 23). Dans son étude sur les manuels de français en Flandre, Pierrard (1993) constate que la méthode audiovisuelle cèda progressivement la place vers la fin des années 70 aux approches communicatives. La salle de classe reste cependant un environnement très particulier. Il existe une différence de taille entre le professeur qui enseigne des actes de communication et qui demande aux élèves de les répéter et l'élève qui se trouve dans des situations de communication authentiques en dehors de son cocon scolaire. Un des problèmes de la communication en salle de classe est que les élèves parlent relativement peu entre eux (Foster, 1998) et que les professeurs eux-mêmes ne s'engagent pas suffisamment dans des interactions négociées avec les apprenants (Lyster, 1998). Les apprenants ont peur de s'exprimer, et la piètre opinion qu'ils ont de leur propre compétence les décourage d'utiliser la langue-cible avec des locuteurs natifs en dehors de la salle de classe (Tarone et Swain, 1995; Cohen, 1997). Ils entrent donc dans un cercle vicieux dont ils sortent difficilement (MacIntyre et Charos, 1996; Baker et MacIntyre, 2000). Le manque de compétence sociolinguistique renforce l'isolement linguistique des élèves. Il est ainsi peu probable que l'élève ait appris l'argot et les registres familiers dans lesquels la majorité des francophones s'expriment la plupart du temps (Dewael...

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Extraversion: The Unloved Variable in Applied Linguistic Research

Cited by 252 publications

References 59 publications

Channeling identity: A study of storytelling in conversations between introverted and extraverted friends

Channeling identity: A study of storytelling in conversations between introverted and extraverted friends

Using Linguistic Cues for the Automatic Recognition of Personality in Conversation and Text

Maîtriser la norme sociolinguistique en interlangue française: le cas de l'omission variable de ‘ne’

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