Personality as a factor affecting the use of language learning strategies : the case of university students / / Jakub Przybyl and Miroslaw Pawlak

• Record Nr.: UNINA9910720072203321
• Autore: Przybyl Jakub
• Pubbl/distr/stampa: Cham, Switzerland : , : Springer Nature Switzerland AG, , [2023]; ©2023
• ISBN: 9783031252556; 9783031252549
• Edizione: [1st ed. 2023.]
• Descrizione fisica: 1 online resource (216 pages)
• Collana: Second Language Learning and Teaching, , 2193-7656
• Disciplina: 420
• Soggetti: English language - Study and teaching (Higher) - Polish speakers; Learning strategies; Second language acquisition - Psychological aspects; Anglès; Ensenyament de llengües estrangeres; Adquisició d'una segona llengua; Educació superior; Estratègies d'aprenentatge; Llibres electrònics
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references.
• Nota di contenuto: Chapter 1 : Personality as an individual variable -- Chapter 2 : The concept of language learning strategies -- Chapter 3 : LLS and Other IDs -- Chapter 4 : Methodology of the Research Project -- Chapter 5 : Research Project. .
• Sommario/riassunto: The book explores the relationships between the personality traits of Polish university students learning English as a foreign language and their use of language learning strategies (LLS). It provides a solid theoretical background for the investigation of the interface between the two constructs, describes the applied analytical procedures in detail, and reports the results and implications of a large-scale study. Chapter 1 presents multiple perspectives on the investigation of human personality and presents insights from a selection of studies into the ; role of personality in foreign language learning. Chapter 2 addresses the construct of LLS, while Chapter 3 links strategy use to other individual learner characteristics, with a focus on personality. Chapter 4 sets the methodological framework for the empirical investigation, describes the rationale for conducting the study, and includes a thorough description of analytical procedures. Chapter 5 presents the results of the study and highlights their pedagogical implications. Finally, limitations of the study are presented and some directions for future research are suggested. The monograph will be of interest to scholars investigating the role of personality in SLA as well as graduate and postgraduate students in applied linguistics.