PSYCHOLOGICAL PERSONALITY FACTORS IN LEARNING …

[Pages:35]PSYCHOLOGICAL PERSONALITY FACTORS IN LEARNING ENGLISH FOREIGN LANGUAGE

By Lic. Venecia Tejada Reyes Bachelor in Industrial Psychology and Modern Languages Student at the Universidad Aut?noma de Santo Domingo

Centro UASD

Bonao, Monse?or Nouel, Dominican Republic November, 2018

Index Abstract .................................................................................................................................... I Introduction ........................................................................................................................... II Chapter I: Introductory Part of the Investigation...................................................................... Statement of the Problem.......................................................................................................... Justification .............................................................................................................................. General Objective.....................................................................................................................

Specific Objectives ............................................................................................................... Research Questions ................................................................................................................ 2 Definition of Terms ................................................................................................................. 2 Delimitation ............................................................................................................................ 3 Geographical Context and Historical Backgrounds .............................................................. 4

Historical Backgrounds....................................................................................................... 4 Chapter II: Review of the Literature ...................................................................................... 1

Acquisition of a Second Language ..................................................................................... 1 Personality Factors.............................................................................................................. 2 Motivation........................................................................................................................... 4 Attitude ............................................................................................................................. IV Acculturation ..................................................................................................................... V Sociability .........................................................................................................................VI The Personality of the Students at the Process ............................................................... VII Personality and Performance ............................................................................................IX Chapter III: Methodology and Data Collection ................................................................. XIII Method ............................................................................................................................... XIII Research Design ................................................................................................................ XIII Research Instruments and Technique................................................................................ XIII Population .......................................................................................................................... XV Schedule (Chronogram) of Activities................................................................................. XV Chapter IV: The Results and Data Analysis ...................................................................... XVI Possible Result................................................................................................................... XVI Conclusion ........................................................................................................................XVII References ...............................................................................................................................I

Abstract The lack of interactive conversation activities that include learning techniques to

improve the capacity of the students of the school where English is taught as a foreign language at the primary level, translates into low speech performance. Through this project, we hope to find valuable information to help solve the various problems faced by students who are taught to speak a language in the classroom. The development of learning English always depends on the enthusiasm of students in the subject of English. And it is these traits, the important components of our personality, that make us unique, and what psychologists have wanted to investigate and measure the process of learning the foreign language in English. On the other hand, research is related to the acquisition of foreign languages, it is important to take into account the differences between individuals, their different ways of learning languages and the environment in which they are involved. This document puts this reality in perspective, at a time to show the inevitable role of teachers and the influence of biological factors on students in the process of teaching and learning a foreign language.

The purpose of this research study is to analyze the psychological personality factors in the learning of English as a foreign language in students of primary school, a public school in Bonao, Province of Monse?or Nouel, Dominican Republic. The present study will be conducted in the 2018 school year with the new curriculum that informs students that they must learn English from the fourth grade to the sixth grade, analyzing the psychological factors of their personality.

Key words: EFL learning, elementary school levels, factor, personality, language learning

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Introduction

The English language becomes more important every day in our society, since it is a world language. So we can see how private institutions strive to increase their levels of achievement in this area. However, in public schools there are few successful results because these results are reflected in the high levels of approval of the different standardized tests that exist to measure this area. (Bernaus, 2001: 84)

According to Mu?oz, C. (2002: 29). Learning languages especially English has become a great need, even for our primary students who are in the obligation to develop in the globalized world. The differences between individuals, their learning conditions and the contexts in which they learn are some aspects on which we focus to deduce and demonstrate the complexity of learning a foreign language.

Based on this evidence, as researchers we will take advantage of this complexity and close the process of learning the foreign language. We think that there is still much to explore in this area. In these lines, our goal is to analyze the Psychological Personality Factors in Learning English Foreign Language at Las Palmas Elementary School in Bonao.

With this we think we can have instruments capable of guiding the teaching performance towards improvement. In this sense, the learning processes of the foreign language constitute an interest of great consideration for those who move in the field of teaching. From this perspective, Santos Gargallo (1999: 22) highlights that:

"All teachers are interested in deepening knowledge of the learning process, that is, in the psycho-affective, social, educational factors, etc. that affect this process; since the more we know about this process, the better we can guide the teaching, in the sense that it

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contributes to streamline and facilitate the use of the new language. Therefore, the need arises to study these factors that are relevant to the personality of each student as these directly influence their language learning process and how to approach it.

The research proposal is structured in four parts: Chapter I; Introductory part of the investigation; Chapter 2: Theoretical framework of the investigation; Chapter 3: Methodology; Chapter 4: Analysis of the results, conclusions and bibliographical references.

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1 Chapter I: Introductory Part of the Investigation

Statement of the Problem Santos Gargallo, (1999: 22) says that the factors that determine the personality of

the individual. It basically refers to the biological structure of the individual that through its inheritance, maturation process, hormonal influence, nervous system and its biotype constitution will determine a specific personality.

Stern (1983: 338) collects, in diagram form, the factors that intervene in the learning process of a second language and the relationships that exist between them, and that have given rise to the different learning models to which we eluded previously.

The problem is that fourth through sixth grade students are not very related to the language, so it does not come with a base from birth as it should be. On the other hand, many students at these levels are afraid to express themselves or do not understand what they say or write in other languages.

This is why we are concerned about these factors that are causing many problems for elementary students when faced with language acquisition and in the learning process. (Mu?oz, 2002: 112-113).

Mu?oz, C. (2002). He says that in the past, much of language learning was restricted to an elite "academic current," which had demonstrated its ability to cope with abstract logical-deductive thinking and verbal learning of the type required in school settings, for example , for the study of grammar, the application of grammar rules in compositional exercises and the translation of literary texts. These students were considered to have "a high IQ," measured by a clearly verbal test.

In recent years, Howard Gardner has called our attention to the existence of "multiple intelligences": verbal, mathematical-logical, spatial, kinesthetic, musical,

2 interpersonal and intrapersonal. Now that the emphasis is on language learning for all students, we must consider ways to allow students who are strong in any of these areas to apply their particular types of intelligence in language learning tasks, and see that our procedures of evaluation will provide opportunities to demonstrate their progress in using the language.

The intention of the study will be to identify the psychological factors in the students of the primary school "Las Palmas" that influence the learning of English as a foreign language at the elementary school level. At this stage of the investigation, psychological personality factors in students will generally be defined as the importance of learning in the process.

We must all have an idea that it is our personality type, whether we are responsible, introverted, extroverted, sensitive or insensitive, etc. Each of us has a unique combination of personality traits according to psychologists. And it is these traits, the components of our personality, that make us unique, and what psychologists have wanted to investigate and measure.

Justification Bernaus (2001: 81) thinks that "adults learn faster than children, but children are

more easily able to acquire better levels of correction in pronunciation. This is evident in acquisition-learning situations, both in second language (L2) and foreign language (LE). The personality brings together some dimensions of the behavior that the student adopts when studying a foreign language. The classroom becomes a meeting context of several dimensions of the personality of the students that the teacher must manage. For example,

3 the teacher's performance allows him to know his students; distinguish extroverts from introverts. According to Bernaus (2001: 84): "Several studies on these personality traits related to language learning affirm that extroverted students achieve better results in oral tests, since they can improvise more easily than introverts. On the other hand, the results of introverted trainees in written LE tests (reading and writing), which require more conscious processes, outperform those obtained by extroverted students. We must remember that the role of the teacher is paramount in this process. The objective he wants to achieve with his students is the basis of his didactic orientation. Therefore, they must avoid certain attitudes in their actions that may cause harm to their students or prevent them from expressing themselves in the foreign language. The purpose of this current study is to analyze the psychological factors of personality in the learning of foreign languages in English in students. That is, if we have a good curriculum, we could ask ourselves if knowledge of a foreign language depends on it. That means that students will be ready to know enough English in elementary school. This is why we will study these factors to help the teacher improve his methodology according to the needs of the students in the learning process of another language.

General Objective To analyse the Psychological personality factors in learning English foreign

language at Las Palmas Elementary School in Bonao.

Specific Objectives 1. To investigate how important an individual's personality is in learning a second

language.

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