Assessing Personal Characteristics in SLA: Obstacles and Limitations

Abstract

Assessing the influence of personal characteristics on second language acquisition (SLA) represents a significant methodological and theoretical challenge within the field. This paper provides a conceptual exploration of the specific reasons underlying this persistent difficulty. Four key obstacles are identified: (1) insufficient in-depth research on causal mechanisms; (2) the wide diversity of relevant traits; (3) their inherent complexity and context-dependence; and (4) fundamental psychometric challenges in measurement. The paper concludes by suggesting refined methodological strategies for future empirical inquiry.

Keywords

• second language acquisition
• personal characteristics
• assessment difficulties
• measurement complexity
• learner individual differences

References

• [1] Allport, G. W., & Odbert, H. S. (1936). Trait-names: A psycho-lexical study. Psychological Monographs, 47(1), i-171. doi:https://doi.org/10.1037/h0093360
• [2] Bucholtz, M., & Hall, K. (2004). Language and identity. A companion to linguistic anthropology, 1, 369-394.
• [3] Cattell, R. B. (1947). Confirmation and clarification of primary personality factors. Psychometrika, 12(3), 197-220.
• [4] Chastain, K. (1975). Affective and ability factors in second-language acquisition. Language learning, 25(1), 153-161.
• [5] Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. The handbook of second language acquisition, 589-630.
• [6] Ellis, R. (1985). Understanding second language acquisition. Oxford: Oxford University Press.
• [7] Ellis, R. (2004). Individual differences in second language learning. The handbook of applied linguistics, 525-551.
• [8] Fillmore, L. W. (1983). The language learner as an individual: Implications of research on individual differences for the ESL teacher. on TESOL, 82, 157-173.
• [9] Fiske, D. W. (1949). Consistency of the factorial structures of personality ratings from different sources. The Journal of Abnormal and Social Psychology, 44(3), 329.
• [10] Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist, 48(1), 26-34. https://doi.org/10.1037/0003-066X.48.1.26
• [11] Hawkey, R. (1982). An Investigation of Inter-relationships Between Cognitive/affective and Social Factors and Language Learning: A Longitudinal Study of 27 Overseas Students Using English in Connection with Their Training in the United Kingdom (Doctoral dissertation, University of London).
• [12] Joseph, J. (2004). Language and identity: National, ethnic, religious. Springer.
• [13] Lightbown, Patsy., & Spada, N. Margaret. (2006). How languages are learned (3rd ed.). Oxford University Press.
• [14] Liyanage, I. J. B. (2004). An exploration of language learning strategies and learner variables of Sri Lankan learners of English as a second language with special reference to their personality types (Doctoral dissertation, Griffith University).
• [15] MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in an L2: A situational model of L2 confidence and affiliation. The modern language journal, 82(4), 545-562.
• [16] Ożańska-Ponikwia, K., & Dewaele, J. M. (2012). Personality and L2 use: The advantage of being openminded and self-confident in an immigration context. Eurosla Yearbook, 12(1), 112-134.
• [17] Rosenzweig, S. (1933). The experimental situation as a psychological problem. Psychological Review, 40(4), 337.
• [18] Rukanuddin, M., Hafiz, K., & Asfia, R. (2016). Knowledge of individual differences of the learners of second language enriches second language teaching. Journal of Literature, Languages and Linguistics. An International Peer-Reviewed Journal, 19.
• [19] Skehan, P. (1991). Individual differences in second language learning. Studies in second language acquisition, 13(2), 275-298.
• [20] Zafar, S., & Meenakshi, K. (2012). Review of PhD theses on the role of personality in SLA. English Language and Literature Studies, 2(1), 94.