英语语言学生的个性特征与语言学习策略

Karwan Kakamad, Khaleel Mawlod, Mohammed Mohammed
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摘要

本研究通过语言学、认知科学、心理学和社会学的研究,深入探讨了 "五大性格特征"--外向性、宜人性、自觉性、神经质和开放性--对伊拉克库尔德斯坦地区个人学习第二语言/外语的影响。这项跨学科研究探讨了人格特质如何与语言学习相互交织。研究分析了库尔德斯坦大学的 495 名 EFL 学习者,采用统计方法揭示了个性特征与语言学习策略之间的相关性。研究结果揭示了细微的关联,例如,"自觉性 "和 "神经质 "会影响记忆策略,而 "自觉性 "和 "宜人性 "则与认知策略有关。补偿策略与 "自觉性 "和 "开放性 "有关,元认知策略则与 "外向性 "和 "开放性 "有关。情感策略与 "自觉性 "和 "神经质 "相一致,而社交策略则与 "外向性 "和 "开放性 "相关。这些结果强调了人格特质如何影响语言学习策略的复杂动态,并强调有必要进一步研究这种相互作用的内在机制。
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Personality Traits and Language Learning Strategies among EFL Students
This research delves into the effect of the Big-Five -personality-traits-Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness on acquiring second/foreign languages among individuals from the Iraqi Kurdistan region, spanning linguistics, cognitive science, psychology, and sociology. The interdisciplinary study explores how personality traits intertwine with language learning. Analyzing 495 EFL learners in Kurdistan universities, the research deploys statistical methods to uncover correlations between personality traits and language-learning strategies. The results unveil nuanced associations; for instance, Conscientiousness and Neuroticism influence memory strategies, while Conscientiousness and Agreeableness relate to cognitive strategies. Compensation strategies connect with Conscientiousness and Openness, and metacognition strategies demonstrate ties to Extroversion and Openness. Affective strategies align with Conscientiousness and Neuroticism, and social strategies are linked to Extroversion and Openness. These results emphasize the intricate dynamics of how personality traits influence language learning strategies, emphasizing the need for further investigation into the underlying mechanisms governing this interplay.
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