Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. – H. Douglas Brown

Eysenck's Three Personality Factors:

Extroversion

Tough-mindedness

Impulsiveness

Tendency to be outgoing

Desire for novelty

Performance enhanced by excitement

Preference for vocations involving contact with other people

Tolerance for painBACK

Introversion is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people. – H. Douglas Brown

Eysenck's Three Personality Factors:

Introversion

Tender mindedness

Introspectiveness

Seriousness

Performance interfered with by excitement

easily aroused but restrained, inhibited

Preference for solitary in vocations

Sensitivity to pain

Eysenck’s theory1.Introverts have a higher level than extraverts of activity in the brain’s ascending reticular activating system (ARAS).2.People strive to keep ARAS activity at optimal level—introverts work to decrease and avoid stimulation; extraverts work to increase and seek out stimulation.3.Research indicates that introverts and extraverts are NOT different at resting levels, but introverts ARE more reactive to moderate levels of stimulation than extraverts.4.This work led Eysenck to revise his theory—the difference between introverts and extraverts lies in arousability, not in baseline arousal.5.When given a choice, extraverts prefer higher levels of stimulation than introverts.6.Geen (1984): Introverts and extraverts choose different levels of stimulation, but equivalent in arousal under chosen stimulation.

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MYERS-BRIGGS CHARACTER TYPES

Notable among these is Ehrman and Oxford’s (1990) study of seventy-nine foreign language learners at the Foreign Service Institute. They found that their subjects exhibited some differences in Strategy use, depending on their Myers-Briggs type. For example, extroverts (E) used social strategies consistently and easily, while introverts (I) rejected them

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MOTIVATION

It is easy in second language learning to claim that a learner will be successful with the proper motivation. Such claims are of course not erroneous, for countless studies and experiments in human learning have shown that motivation is a key to learning.

BEHAVIORISTIC

COGNITIVE

CONSTRUCTIVIST

Motivation is seen in very matter of fact terms. It is quite simply the anticipation of reward. Driven to acquire positive reinforcement, and driven by previous experiences of reward for behavio, we act accordingly to achieve further reinforcement

BACK

Motivation places much more emphasis on the individual’s decision, “the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect. – Keller 1983:389

6 desires or needs of human organisms

1. The need for exploration, for seeing “the other side of the mountain,” for probing the unknown.

2. The need for manipulation, for operating on the environment and causing change.

3. The need for activity, for movement and exercise, both physical and mental. NEXT

4. The need for stimulation, the need to be stimulated by the environment, by other people, or by ideas, thoughts and feelings.

5. The need for knowledge, the need to process and internalize the results of exploration, manipulation, activity, and stimulation, to resolve contradictions, to quest for solutions to problems for-self consistent systems of knowledge.

6. Finally, the need for ego enhancement, for the self to be known and to be accepted and approved of by others.

BACK

A constructivist view of motivation places even further emphasis on social context as well as individual personal choices (Williams and Burden 1997:120).

Each person in motivated differently, and will therefore act on his or her environment in ways that are unique. But these uniques acts are always carried out within a cultural and social millieu and cannot be completely separated from that contex. FINISH

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