دانلود کتاب Personality as a Factor Affecting the Use of Language Learning Strategies: The Case of University Students

فهرست مطالب :

Preface
References
Contents
1 Approaches to Investigating Personality
1.1 Introduction
1.2 Research Paradigms in Investigations of Personality
1.2.1 Psychodynamic Theories
1.2.2 Behaviorist Perspective
1.2.3 Phenomenological (Humanistic) Approach
1.2.4 Cognitive Social Learning Approaches
1.2.5 The Trait Approach
1.3 The Five Factor Model of Personality
1.3.1 Historical Perspective
1.3.2 Major Theoretical Assumptions of the Five Factor Model
1.3.3 The ‘Big’ Five Personality Traits
1.4 Conclusion
References
2 Language Learning Strategies
2.1 Introduction
2.2 Good Language Learner Studies
2.3 The Construct of LLS
2.3.1 Early Definitions of LLS
2.3.2 Strategy Features
2.3.3 Recent Approaches to Conceptualizing LLS
2.4 Classifications of LLS
2.4.1 Rubin’s (1981) Classification of LLS
2.4.2 LLS Classification by O’Malley et al. (1985)
2.4.3 Oxford’s (1986, 1989/1990) Early Taxonomies of LLS
2.4.4 Macaro’s (2001, 2007, 2018) Classifications of LLS
2.4.5 Griffith’s (2013) Taxonomy of LLS
2.4.6 Cohen’s (1998, 2014) Typologies of LLS
2.4.7 Oxford’s (2011, 2017) Classification of LLS
2.5 LLS and the Concept of Self-regulation
2.5.1 Theoretical Assumptions and Models of Self-regulated Learning (SRL)
2.5.2 Selected Studies Investigating SRL
2.5.3 Self-regulated Language Learning (SRLL)
2.5.4 Empirical Investigations of SRLL
2.6 Variables Affecting LLS Use
2.6.1 The Language Learnt
2.6.2 Language Learning Experience
2.6.3 Cultural Variables
2.6.4 Age
2.6.5 Gender
2.6.6 Learners’ Beliefs
2.6.7 Learning Styles
2.6.8 Language Aptitude
2.6.9 Motivation
2.6.10 Language Learning Attainment
2.6.11 Language Learning Task
2.7 Conclusion
References
3 Research into the Role of Personality in L2 Learning
3.1 Introduction
3.2 Personality and L2 Use in Different Contexts
3.3 Personality and L2 Attainment
3.4 Personality and Specific L2 Skills
3.5 Personality and Affective Variables
3.6 Personality and the Use of LLS
3.7 Conclusion
References
4 Methodology of the Research Project
4.1 Introduction
4.2 Pilot Study
4.2.1 Participants, Data Collection, and Research Instruments
4.2.2 Preliminary Findings and Implications for the Main Study
4.3 The Design of the Main Study
4.3.1 Research Questions
4.3.2 Participants
4.3.3 Research Instruments
4.3.4 Data Collection
4.3.5 Analytical Procedures
4.4 Conclusion
References
5 Findings of the Research Project
5.1 Introduction
5.2 Participants’ Reports of LLS Use and Personality Traits
5.2.1 LLS Use
5.2.2 Personality Traits
5.3 Participants’ Profiles
5.3.1 Results of Two-Step Cluster Analysis
5.3.2 Results of k-means Cluster Analysis
5.4 Semi-structured Interviews
5.5 Discussion
5.5.1 Participants’ Use of LLS
5.5.2 Participants’ Personality Traits
5.5.3 Clusters of Language Learners Distinguished by LLS Use and Personality Traits
5.5.4 Limitations of the Study
5.6 Conclusion
References
6 Conclusions, Pedagogical Implications, and Directions for Future Research
References
Appendices
Appendix A: Values of Bivariate Item-Scale Spearman’s Correlation Coefficients for LLS Scales
Appendix B: Values of Bivariate Item-Scale Spearman’s Correlation Coefficients for Personality Scales
Appendix C: Interview Guide (Translated into English): The Relationships Between LLS and the Learner’s Personality