Relationship between Personality type and EFL Competence : a Case Study of Secondary School Students in One School in Dar es Salaam
Akiley Msuya, Erasmus (University of Dar es Salaam (Tanzània). Department of Foreign Languages and Linguistics)

Fecha: 2019
Resumen: The current study sought to establish a relationship between tolerance of ambiguity, introversion - extroversion and field independence, on the one hand, and the competence of EFL students in a secondary school in Tanzania, on the other. To attain this, the study involved 48 students, 28 girls and 20 boys who were in in the ordinary level of secondary education. They were first served with a questionnaire of personality type identification. Then they were served with a cloze assignment which was graded and each component given 100% scores. All the learners were provided with their respective scores in each component. This happened after the candidates were put into their respective personality type categories. The findings have revealed that, no difference existed between the two groups in tolerance of ambiguity except for the sex differences where female tolerants of ambiguity were slightly better than males contrary to intolerants of ambiguity (vocabulary and grammar). In the category of introversion/extroversion, the extroverts were better in grammar than introverts; female introverts were as good asextroverts (both maleand female) but males proved poorer. As for field independence, there were no much differences in performance between field dependents and field independents except for the fact that female field dependents were significantly better in vocabulary than their counterparts who are field independents.
Derechos: Tots els drets reservats
Lengua: Anglès
Documento: article ; recerca ; publishedVersion
Materia: Personality type, ; EFL ; Competence ; Tolerance of ambiguity ; Introversion-extroversion ; Field independence
Publicado en: Language design : journal of theoretical and experimental linguistics, Vol. 21 (2019) , p. 35-57 (Articles) , ISSN 1139-4218



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