This book also focuses on analyzing each trait from the point of view of its higher and lower order structure, as well as from the affective, cognitive, behavioral, social and academic perspectives, apart from outlining the field of personality psychology. Personality traits are important in daily interaction, and are a significant factor in achieving educational goals also for second and foreign language (L2) learners. Consequently, studying the role of personality in the field of second language acquisition (SLA) appears to be of primary importance, especially because there has been little research on this subject. Moreover, general results pertaining to the role of personality in L2 are inconclusive. This book’s primary objective is to present a concise and updated picture of personality on the basis of the Big Five model, which is accessible for non-psychologists. The middle part of the book focuses on discussing potential merits and drawbacks of each trait for the purpose of the process of SLA, both from the formal and informal, theoretical and empirical points of view. The next part includes a description of an empirical study, whose main aim is to sensitize the reader to direct and indirect influences that personality may exert on L2 learning. The book closes with a concluding chapter aiming at clarifying directions for further empirical study of personality as well as issues in research methodology.

Offering a timely snapshot of current theory and research in the field of psychology in foreign language learning, this book is accessible to both specialists and non-specialists. Each chapter focuses on a different psychological construct and provides an overview of current thinking in the area drawing on insights from educational psychology.

The book explores the relationships between the personality traits of Polish university students learning English as a foreign language and their use of language learning strategies (LLS). It provides a solid theoretical background for the investigation of the interface between the two constructs, describes the applied analytical procedures in detail, and reports the results and implications of a large-scale study. Chapter 1 presents multiple perspectives on the investigation of human personality and presents insights from a selection of studies into the role of personality in foreign language learning. Chapter 2 addresses the construct of LLS, while Chapter 3 links strategy use to other individual learner characteristics, with a focus on personality. Chapter 4 sets the methodological framework for the empirical investigation, describes the rationale for conducting the study, and includes a thorough description of analytical procedures. Chapter 5 presents the results of the study and highlights their pedagogical implications. Finally, limitations of the study are presented and some directions for future research are suggested. The monograph will be of interest to scholars investigating the role of personality in SLA as well as graduate and postgraduate students in applied linguistics.

This edited volume offers an insightful theoretical conceptualization of issues central to 21st century foreign language learning and teaching. Drawing on research results obtained in the fields of pedagogy, social psychology and sociology of education, this book provides a comprehensive practical exploration of issues experienced by researchers in Poland and in Europe, and which can easily find far-reaching implications in other educational contexts. Part I, Focus on the Teacher, includes seven texts discussing topics relevant to teacher initial and in-service education, as well as the functioning of foreign language instructors in educational systems. The eight contributions included in Part II, Focus on the Learner, explore learner-internal and learner-external factors that affect the effectiveness of the language learning process. The exploration of key contemporary topics and the wide range of methodologies applied make this book of high relevance to Second Language Acquisition scholars, teacher educators, teachers, and language education policy makers.

This book highlights the importance of individual learner differences in learning English as a foreign language and reports the findings of a study which investigated the impact of two personality traits, which are, openness to experience and ambiguity tolerance, on target language attainment among Polish secondary school students. The book provides an exhaustive overview of the theoretical issues and existing research related to personality, emphasizing the two traits under investigation, openness, and ambiguity tolerance, which are the focus of the empirical study reported later in the book. The empirical investigation explored relationships between openness to experience and ambiguity tolerance, as well as their impact on attainment in learning English as a foreign language. Moreover, it also aimed to shed light on the link between these traits and students’ assessments (i.e., self-assessment and school grades). The findings of the study provide a basis for proposing specific profiles of foreign language learners with different levels of openness and ambiguity tolerance.

Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals’ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework. Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.