A Cross-area Study On The Correlation Between Personality Factors And L2 Achievements

Since the research on the influence of personality factors on L2 learning has received scant attention, few systematical, empirical or cross-area studies have been made and no convincing conclusion is reached, the present research attempts to explore the correlation between personality factors and second language achievement under the cross-area condition. By means of Eysenck Personality Questionnaire Revised, Short Scale for Chinese (EPQ-RSC) and a self-designed " Survey of English Learning Conditions ", the author samples 329 students of senior high schools from Fuzhou, Quanzhou, and Longyan areas. Based on the research on the correlation between the main personality dimensions (E, N) and L2 achievements and the analysis about the survey of English learning conditions among areas, the conclusions can be revealed as follows:(1) L2 learners of different personality traits, as our evidence shows, differ in L2 achievement in our province, though the statistically significant correlation has not been exposed between learners' E, N scores and their total marks of the final English examinations.(2) The two key personality variables-E, N dimensions are significantly related to learners' listening and reading achievements. In detail, the L2 learners' E scores are positively related to the listening obtainments and at the same time, negatively to the reading achievements. Besides, in Longyan area, statistically significant negative correlation between the learners' N-scale scores and their listening proficiency is found.(3) The correlation between the L2 learners' personalities and L2 learning varies among areas. Such correlation is lower in developed area (e. g Fuzhou) than that in developing area (e.g. Longyan)(4) It is mainly the differences of English learning conditions that make the personality-L2 achievement correlation different among areas. In other words, the personality influence on L2 achievement among learners can be, to some extent, reduced by subjectively and objectively compensatory efforts. The compensatory strategies include the following: small-class teaching and interaction enhancing, school-based curriculum and selected courses, teacher expectation and student portfolios for developing, and finally the efforts to create or strengthen the L2 learning and acquisition (especially L2 practice) environment.