خلاصة:
This study investigates the relationship betweenextraversion/introversion personality dimension and the use of strategiccompetence (SC) in written referential communication by Iranian EFLlearners. Referential communication refers to a kind of guidedcommunication in which the referents (or topics) are given to thesubjects (here, writers) to convey their meanings to the interactants(here, readers). 50 sophomore English students of Arak University wereselected from among 70 ones to participate in this study. Using thePersian restandardized version of the adult EPQ (Eysenck PersonalityQuestionnaire, 1975) the subjects were divided into two groups ofextravert and introvert. The homogeneity of the participants wasdetermined by the Michigan test (1997) at the upper-intermediate levelof proficiency. Each individual in the groups was given thecommunicative tasks to communicate in writing with a partner. Then,the performance of the extravert group was analyzed and compared withthat of the introvert group in using compensatory strategies (CSs) interms of type and frequency as identified by a taxonomy. The resultsrevealed that, as far as total performance is concerned, introvertparticipants used conceptual strategies more than the extravert ones,while extravert participants used a sub-type of interactional strategiesi.e. confirmation strategies, and the two sub-types of linguistic strategies
ملخص الجهاز:
Keywords: Extraversion/Introversion; Strategic Competence (SC);Compensatory Strategies (CSs); Referential Communication;Communicative Tasks; Strategic Writing Introduction Researchers have specified three general sets of factors which contribute to individual differences in L2 learning: cognitive, affective, and social (Skehan, 1989).
They proposed a model for studying communicative competence including four sub- competencies: (1) linguistic competence (the knowledge of linguistic codes), (2) sociolinguistic competence (the knowledge of the social adequacy of rules of language use), (3) discourse competence (the knowledge of combining grammatical forms and meanings to achieve a unified text in different genres), and (4) strategic competence (the knowledge and/or ability to use verbal and non-verbal communication strategies to cope with communication problems).
e. EXT/INT) would lead them to use different types of learning styles and strategies (O'Malley & Chamot, 1990; Oxford, 1990; Kiany, 2001; Ehrman et al, 2003).
If it becomes clear that personality trait of EXT/INT is associated with L2 learners’ preference for using various types of CSs in written (referential) communication, then the findings of this study can have theoretical and pedagogical significance: Theoretically, they provide some evidence for a more comprehensive theory of SLA which embraces both the processes of language acquisition and language use, particularly in the acquisition and development of L2 writing skills.
Results of Measurements Between-group Comparisons in the Use of Total CSs The results of various comparisons revealed no significant differences between extravert and introvert groups in terms of the total linguistic, conceptual, and interactional strategies used to perform all the given tasks.
It was discussed that a more practical approach to second /foreign language teaching is to develop the L2 learners’ SC and their ability to use CSs in order to solve their communication problems (Widdowson, 1990; Kasper and Kellerman, 1997).