IDENTITY AND LANGUAGE ACQUISITION

Identity and Second Language Acquisition: A Case Study of the Interaction Between Personality
and Learning

Emily D. Ash

University of Southern Mississippi

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Abstract:

The current study evaluates the personality traits and learning style of a teenage foreign language
student. Incorporating data from both observation and interaction the learners second language
identity, as visible through personality traits, learning strategies, and communicative tendencies,
is examined. The results of the examination argue that incorporation of teaching students to value
their personal second language identity and to use learning strategies appropriate for both the
situation and their personality will increase communicative competence.
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1. Introduction

Second language acquisition is a complex task. It is a task for which many considerations

must be made. The present study seeks to focus on one of these many considerations, learner

characteristics. These characteristics, from age to personality traits to ethnicity, all contribute to

the formation of a second language (L2) learners self-identity. This self-identity is, in the words

of Brown (2014), inextricably bound up with ones language, for it is in the communicative

process [] that such identities are confirmed, shaped, and reshaped (p.64). In the foreign

language classroom therefore, new identities are being constructed and negotiated daily as

learners establish new language egos (Brown, 2014). A variety of affective factors (attitude, level

of inhibition, etc.) effect this process and allow for it be less daunting for some learners.

It is unwise to build a theory of second language acquisition (SLA) without taking into

consideration the aforementioned affective factors; known together as the affective domain. In

the foreign language classroom it can refer to feelings or emotional reactions about the

language, about the people who speak that language, about the culture where that language is

spoken, or about the language-learning environment (Gass, 2013, p. 458) and it has allowed

SLA research to look beyond empirical data and cognitive processes to focus on the interaction

between identity and L2, successful, learning. The aim of this case study is to assess a particular

students identity and explore how it facilitates and, or hinders her L2 acquisition.

2. Literature review

Since gaining popularity in the 1970s research pertaining to the affective domain has led to

greater understanding of language learning processes. Many of these studies have focused on
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personality. More specifically, many of these studies have focused on the concepts of

extroversion and introversion (Kayaou, 2013; Zafar &Meenakshi, 2012; Liyanage & Bartlett,

2013; Erton, 2010). The results, unfortunately, have not clearly identified if extroversion or

introversion helps or hinders the process of second language acquisition (Brown, 2014).

However, Kayaou (2013) did find correlations between extroversion/introversion and learning

strategy employed by the learner with introverts leaning toward cognitive strategies (formally

practicing with language elements). Extroverts on the other hand, tend towards metacognitive

strategies such as seeking practice opportunities (Kayaou, 2013). While these conclusions

cannot determine the ultimate success of a L2 learner they do give educators valuable insight

into the probable learning strategies each of their students will use; knowledge that allows the

teacher to make sound pedagogical decisions.

The tendencies of extroverts and introverts to choose a particular learning style was also

confirmed in Liyanage & Bartletts 2013 study Personality types and language learning

strategies: Chameleons changing colours. The study cautions however that, like chameleons, L2

learners learning strategy preferences tend to change as they are affected by learner internal

states (finer distinctions of personality [] cognitive or socio-affective domains of operation) as

well as by external factors that stimulate strategic action (learning contexts) (Liyanage &

Bartlett, 2013, p. 605). In other words, particular learning contexts (listening, writing, speaking)

require learners to draw on different learning strategies and therefore no strategy is less valuable

than another.

Zafar & Meenakshi (2012) delve deeper into the characteristics of extroverted and

introverted L2 learners. In their study the authors praise both extroverted characteristics, such as,

taking advantage of language-use opportunities, tendency to focus on meaning, and

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demonstrating higher risk-taking habits and introverted characteristics, claiming that a more

introverted personality may be better suited to classroom learning (Zafar & Meenakshi, 2012,

p.36). Risk-taking behavior has been associated with success in L2 language learning because it

allows learners to be willing to try to produce the target language even though he or she risks

being wrong. Demonstrating risk-taking behavior in the classroom also promotes participation,

provides opportunities to obtain input, and allows the learner to produce output in functional

practice (Zafar & Meenakshi, 2012). While level of extroversion clearly influences a students

employment of risk-taking behaviors it is important to remember the role of other affective

factors, primarily self-esteem and self-confidence, in producing these behaviors.

Self-esteem is the part of the affective domain which allows an individual to evaluate his or

her own capabilities to successfully accomplish an activity. It is also an area that is in particular

danger during the language acquisition process because the learners self because deprived of its

normal, comfortable ability of self-expression. Brown (2014) divides self-esteem into three

categories: global, situational, and task. Each is applicable to the foreign language classroom, but

it is the global self-esteem, general assessment of ones worth over time, that tends to be higher in

extroverts who are not daunted by the possible consequences of being laughed at (Zafar &

Meenakshi, 2012, p. 38) and therefore demonstrate willingness to take risks with their language

production. Because not all students, extroverted or introverted, possess high global self-esteem

it is imperative that educators strive to create a classroom in which students feel secure, without

fear of being humiliated when they speak. The classroom should become a place where, due to

encouragement, patience, and preparation, risk-taking does not dissuade a learner from

participating.

3. Case study
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The following case study draws on the knowledge presented above on the affective domain

and its influence on L2 language learning. It does not aim to prove the a particular personality

trait or learning strategies preferable to another but instead endeavors to evaluate the pedagogical

implications of the personality traits and learning strategies demonstrated by the participant.

3.1. The participant

The study was conducted with a 15 year old girl who, for the purposes of privacy, we will

call Bree. Bree is a 10th grade student currently enrolled in a level 4 Spanish language class of 12

students. As evident by her unweighted grade point average of 3.8, Bree demonstrates a strong

commitment to academics. In order to ascertain more detailed information about Brees

academic and personal history a semi-directed interview, an interview that resembles a

conversation but in which the investigator is sure to include specific topics (Silva-Corvaln,

2001), was employed. The following information, deemed relevant to language studies, was

therefore self-reported during the interview.

Bree first encountered the Spanish language at 5 years of age when her grandmother, who

often watched her, started to date a Spanish speaking man. Brees favorite show at the time was

Dora the Explorer and therefore she remembers being thrilled at the opportunity this man offered

for her to learn more Spanish. Even though her grandmother did not learn the language she

encouraged her boyfriend to interact with Bree as much as possible in the language. This

relationship lasted until Bree turned 9 at which point Bree lost her contact with the Spanish

speaking community until attending Middle School.

While at a younger age Bree, like most children, did not have any inhibitions in place to

protect her self-identity and therefore was able to easily interact with her grandmothers
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boyfriend. It was during this time of exposure that Bree was afforded the opportunity to be

exposed to and develop a native like accent; an element of L2 acquisition that has been shown by

virtually all research to be nearly impossible after the critical period which ends at puberty. Her

re-introduction to Spanish however occurred during puberty however when inhibition are

heightened in the trauma of undergoing physical, cognitive, and emotional changes, and

ultimately a totally new physical, cognitive, and emotional identity (Brown, 2014, p. 63). It was

during this process of identity development that Bree decided to embrace her love of both the

Spanish language and culture. As a multi-racial girl Bree felt a lot of pressure to choose which

culture, black or white, she belonged to; she chose Latino. She made friends who were Spanish,

enjoyed listening to their music, preferred their foods, and found novelty in the ability to keep

secrets from others who did not speak the language. She also had feelings of solidarity and

empathy towards her Latino friends because she found similarities between their mothers and her

own; family oriented, protective, loud, emotional, and opinionated. The social nature of language

requires a sophisticated degree of empathy [] so that we can send and receive messages

clearly (Brown, 2014, p. 153). Bree was, clearly, able to develop the necessary empathy to

incorporate into a group of Spanish speaking friends. By generating this sense of affinity with the

target language community Bree was able to limit both psychological and social distance

between her and the native speakers she met. This lack of social distance allowed Bree to

acculturate to the Spanish speaking community, initiating a chain reaction, including contact in

the middle and acquisition as its outcome (Gass, 2013, p. 464).

Since middle school Bree has continued her Spanish language studies, excelling in each

class she has taken. She expresses a positive self-concept as a L2 learner and practices a growth

mindset (the idea that effort will develop her basic abilities) which, according to Yoshida (2013)
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appears to allow Bree to produce more spontaneous speech with in the classroom. Yoshida

(2013) also confirms that the familiarity and commonality Bree has found with the Latino

community has contributed to her success in her L2 studies because the threat to her identity is

decreased. Studying Spanish however, is not Brees ultimate goal. Although she plans to travel

to Spain and minor in Spanish in college she expresses interest in also learning French and is

uncertain of which career path is right for her. The lack of clear relevance to her future, Brees

L2 learning is motivated intrinsically and has allowed her to build self-esteem, and a sense of

identity security.

3.2. Data collection

Assessing elements of learners identity, including but not limited to their self-esteem,

personality traits, and learning strategies can be challenging. After all, learners are not always

self-aware and, as has been seen in previous research, identity and learning strategy choices are

fluid and dependent on situation. Therefore, this study focuses on five activities designed to

observe learner tendencies during the language acquisition process.

3.2.1. Personality tests

The relationship between personality and L2 learning has been widely researched and

debated amongst SLA researchers for decades. One of the most popular personality assessments

is the Myers-Briggs type Indicator (MBTI). The MBTI assesses ones prevailing personality

traits and focuses on four styles of functioning: (1) introversion vs. extroversion, (2) sensing vs.

intuition, (3) thinking vs. feeling, and (4) judging vs. perceiving (Brown, 2014). Brees results on

this test showed a moderate preference for extraversion, sensing, feeling and perceiving. Bree
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also took a similar assessment called the Keirsey Temperament Sorter which indicated her

personality type as that of idealist.

After observation these results were not surprising as Bree demonstrated many of the

assets and liabilities, as suggested by Ehrman (as cited in Brown, 2014, p. 157), of her

personality traits. For example, tending towards extroversion it follows that during observation

Bree often answered questions first, was often engaged in conversation, and enjoyed group

assessments. Fortunately her extroversion is tempered by a strong sensing trait that requires she

approach her work systematically with attention to detail, ensuring work be done correctly

instead haphazardly (a liability for many extroverts who are easily distracted (Zafar &

Meenakshi, 2012)). Brees success in the classroom can also be attributed to her feeling and

perceiving traits, as these allow her to be open and flexible while smoothly navigating social

interactions.

While Brees extroversion has aided her L2 acquisition due to increased interaction with

the language and higher risk-taking habits, the element of feeling, her most prevailing

personality style, has the biggest impact on pedagogical strategies. Learners who present with a

strong feeling and idealist personality can quickly become discouraged if not praised and are

upset by confrontation and conflict (Brown, 2014; Kiersey Temperament Test). Insufficient

praise would potentially lead to reduced risk-taking behaviors, increased anxiety, and a decrease

in Brees performance within the classroom setting. Confrontation and conflict have the same

potential as seen in the noticeable decrease in Brees classroom participation on March 20th, 2015

following the internal group conflict she experienced when writing the Subjunctive Song.

Teachers armed with this knowledge of Brees personality will be better prepared to offer the

support and encouragement she needs to continue to be successful.

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3.2.2. Language learning style tests

Inspired by a general research consensus that extroversion and introversion level has a

direct impact on the learning strategy a student is most likely to employ, Bree was also asked to

take two learning style preference assessments (Learning Style Inventory and the VARK). It is

common for such an assessment to be given to learners at the beginning of any course since in

modern language teaching today, relating individually with the students on academic basis and

trying to learn more about the student profile provides further advantages for the language

learner and the teacher to meet the program goals (Erton, 2010, p. 115). This approach helps

teacher develop strategies and adapt their teaching styles to accommodate individual learner

characteristics. For Bree this approach would include copious visual and auditory input, paired

with opportunities to use information in written form. Her tendency towards visual and auditory

learning follows proven trends of extroverts in their learning strategy preferences (Erton, 2010;

Kayaou, 2013; Liyanage & Bartlett, 2013). Erton (2010) cautions however that while a

relationship between learning strategy and personality can be established the same cannot be said

between personality and success level. Therefore, this study proposes that it is Brees effective

use of learning strategies that has aided her L2 acquisition achievement and not her personality.

Attributing success to learning strategies and not individual personality traits has many

benefits. Primarily it diminishes any direct threat to the learners identity and language ego

because it promotes a growth mindset and prevents lack of success from being attributed to a

personal character flaw. Secondly, educators are expected to and capable of guiding students to

identify ways in which they can modify/improve their language learning strategies. The same

cannot be said about personality traits. After taking the learning style assessments Bree received

confirmation that some of the strategies she already uses (listening to music to increase
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vocabulary, re-reading stories and notes, and discussing concepts with others) are directly related

to her preference for audio/visual learning styles. She was also able to identify additional

strategies to further enhance her study habits (using a recorder, turning visuals into words and

possible multiple choice questions) (VARK, 2015). Educators who provide time for learners to

assess their learning styles and help them to develop a personalized kitbag of strategies to fit the

various contexts in which they will learn and with which they are at ease, in terms of

personality (Liyanage & Bartlett, 2013, p. 606) ultimately set the learners up for success.

Popescu and Cohen-Vida (2013) remind us however that even though educators have

both the duty and the responsibility to guide [their] students in the learning process to develop

their communication strategies to become proficient communicators (p. 3489) students must

show some level of autonomy. In other words, no matter how many assessments of learning style

are given, or how many conversations are had about strategies, at its base learning strategies are

choices the learner consciously makes to manage his or her learning and s/he ultimately

becomes responsible of the strategies used, of the concrete activities practiced, in the learning

situations, and of the risks taking to transfer the learning strategies to new situation with other

learning tasks (Popescu & Cohen-Vida, 2013, p.3490). Driven intrinsically due to having

acculturated to the Spanish speaking community during puberty, Bree is well on her way to

developing L2 acquisition autonomy.

3.2.3. Communicative competence evaluations

Part of Brees developing L2 acquisition autonomy is evident in her ability to use

communication strategies to compensate for lack of linguistic and lexical knowledge. In the
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classroom it is the teachers responsibility to provide a sufficiently challenging environment for

the learner while simultaneously helping him or her to work past frustration and anxiety in order

to build communicative confidence (Yoshida, 2013; Popescu & Cohen-Vida, 2013). Outside of

the classroom however the learner is left on their own to communicate with others in the target

language. To gain greater insight into Brees communicative competence and communication

strategies she completed an oral ACTFL proficiency interview with an ACTFL assessment train

native speaker and participated in a conversation with a bilingual peer.

Although Brees proficiency interview revealed that she has achieved advanced low

proficiency. According to the American Council on The Teaching of Foreign Languages

(ACTFL) Proficiency Guidelines (2012) Bree is capable of handling a variety of communicative

tasks, form well connected discourse of paragraph length in a variety of tenses, and contribute

to the conversation with sufficient accuracy, clarity, and precision to convey [her] intended

message (p.6). Her speech however is still effected by her dominant language, English, and her

performance tends to be variable. By using a weak version of the Contrastive Analysis

Hypothesis (CAH) to analyze her performance some linguistic difficulties and first language

interference can be identified (Brown, 2014). Brees two most salient mistakes revolved around

lexical shortcomings and verbal morphology. CAHs original or strong version proposed a

hierarchy of difficulty with the most difficult aspect of the target language being when one item

in the native language becomes two or more in the target language (Brown, 2014, p.256). Brees

break down in past narration supports this claim due to the split in Spanish of the past tense into

two distinct verb tenses, preterit and imperfect. Even though CAH has been disproven as a

reliable predictor of learner performance its implications for pedagogy are still important. For
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example, acknowledging and addressing differences between native and target language

structures can reduce error rate by drawing learner attention to said differences.

Bree also participated in a casual conversation with a bilingual peer. Unlike the ACTFL

proficiency interview the purpose of this activity was not to assess grammatical competence but

instead to focus on strategic, sociolinguistic, discourse competence. Taking into account the

results from Brees personality and learning strategy assessments it was predicted that Bree

would employ tactics associated with affective and sociocultural-interactive (S-I) strategies.

According to Oxfords meta-strategies, affective strategies help the learner to employ beneficial

energy, form positive attitudes towards the learning process, and generate and maintain

motivation (as cited in Brown, 2014, p.126) while S-I strategies allow the learner to maintain

interactive communication win a cultural context despite knowledge gaps. During the

conversation Bree utilized the following tactics (laid out in Brown, 2014):

Activation of sociocultural schemata by asking questions about peers Porta Rican

family heritage and discussing similar tastes in Latin music

Generating conversation by showing verbal and nonverbal attention signals such

as nodding and asking follow up questions

Overcoming knowledge gaps by drawing me into the conversation to provide

additional examples, to maintain communication/fill silences, and to affirm her

statement as truthful and, or intelligible

Building positive attitude by participating in the conversation and introducing

interesting topics as to lower boredom and develop empathy with her peer
Generating motivation by focusing on what she can do with the language and

expressing lack of concern over upcoming assessment

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In instances when Brees linguistic competence did fall short one of two things happened: (1) the

pair began to speak in English or (2) Bree employed a compensatory strategy. Bree tended to rely

on nonverbal signals such as gestures and miming as well as circumlocution to describe the word

she did not know. The girl with who Bree spoke also demonstrated a communicative strategy,

foreigner talk. Featuring slowed speech rate, long pauses, high-frequency words, and

elaborations, foreigner talk allows native speakers to make adjustments to promote

understanding and communication when speaking with a non-native speaker (Gass, 2013).

Further investigation therefore is needed to determine why Bree occasionally chose to switch

into English during the conversation since all influencing factors (affective domain, linguistic

aptitude, having a native speaker familiar with communicating with non-natives) indicate that

Bree was capable of conversing completely in the target language.

3.2.4.Performance evaluation

The final activity Bree was asked to complete was a reflection on her linguistic

performance during the time of the case study. She was prompted to include insight about her

successes, her difficulties, and her failures. Paired with written samples from the course this

reflection aided in the completion of a performance analysis. Brown (2014) defines a

performance analysis as a less restrictive concept that places a healthy investigation of errors

within the larger perspective of the learners total language performance (p.251). Brees final

reflection, which she elected to write in the target language, provides this larger context for her

language performance.

In her reflection, which contained zero grammatical errors, Bree cites nerves and lack of

familiarity with concepts as the two main causes of difficulty in her language production. She

did not admit to experiencing any moments of communication failure and she attributes success
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to having a passion for acquiring the language and to her love of the culture. In an effort to

validate her reflection as truthful, it is worthwhile to mention that during observation,

communication failure was never observed and her cultural interest was frequently apparent.

Having obtained such a high level of proficiency in the language finding multiple examples of

linguistic output (spoken or written) with a common error was not an easy task. Repetitive errors

exhibited by someone with Brees skill level would constitute fossilization, the relatively

permanent incorporation of incorrect linguistic forms into a learners L2 competence. Zafar and

Meenakshi (2012) argue however that for learners like Bree who exhibit low inhibitions, high

self-esteem, and high risk-taking habits are more likely to extend their existing language systems

to the limit and therefore, is more like to change and more resistant to fossilization (p.37).

Bree however is not immune to mistakes as evident in the examples below (the bolded

words represent an error):

Se dio cuenta de que nos olvidamos traer las llaves.

Yo me sent nerviosa porque no haba preparado para la prueba.
Si Guillermo haba llegado en vez de Claudio
l no podra vivir sin Matilde entonces encontr un revlver
No fue justo que el padre tena que llevar al hijo.
Creo que ella no ley el cuento antes de llegar a la clase.
Hablamos espaol porque no queramos que l nos entendiera.

Each of these statements demonstrates an error of permutation, or the use of the incorrect past

tense. Supported by the previous discussion of CAH in which the most difficult elements of a

language will be those that require a learner to make a choice between two items that are one in

their target language, it is not surprising that these errors were found. Fortunately, these errors

are only local errors or errors that do no inhibit communication usually because [] the

reader/hearer is able to make an accurate guess of the intended meaning (Brown, 2014, p.252).
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Pedagogically such an error, with its source lying in the native language of the learning, can be

difficult to eradicate from the L2 learners competence. Continued guided practice and the

provision of appropriate feedback that draws the learners attention to the error would both be

sound pedagogical decisions to help minimize the appearance of a local error.

4. Conclusion

This qualitative case study drew on careful observation and purposeful interaction with an

adolescent Spanish language learner. Situated within the context of effective classroom language

learning the studied endeavored to identify how her affective domain influenced her language

learning. It has successfully revealed the complex nature of the relationship between personality

traits, learning strategies, identity and communicative competence. Although it does not identify

any particular combination of traits and strategies that guarantee successful second language

acquisition it does shed light on their interactions and the benefits of knowing which ones

learners possess. Similarly to the processes of language acquisition however, awareness is only

the first step to learning (Gass, 2013). Therefore, educators cannot simply acknowledge the

individuality of L2 learners but instead must concede to the mounting evidence of the

usefulness of learners incorporating strategies into their classroom learning process (Brown,

2014, p.132). By incorporating and differentiating activities based on personality traits into their

lesson plan repertoire and guiding students to recognize the learning strategies that best coincide

with their personalities, educators recognize the importance of each learners L2 identity. This

approach also helps to build self-esteem and self-confidence because the learners L2 identity

and language ego are less threatened by high-risk language tasks. Finally, this approach helps to

guide students toward autonomy and the ability to use their own personal strengths to

communicate effectively outside of the classroom.

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