Cite this article as:
Berisha N. S., Novikov A. L., Novikova I. A., Shlyakhta D. А. Individual and Personal Factors for Successful Learning of a Foreign Language by Linguistics Students. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2018, vol. 7, iss. 1, pp. 4-15. DOI: https://doi.org/10.18500/2304-9790-2018-7-1-4-15
Individual and Personal Factors for Successful Learning of a Foreign Language by Linguistics Students
The article is devoted to the problem of the correlation between the foreign language acquisition effectiveness and personality traits, which are analyzed on the basis of Five-Factor model (P. Costa and R. McRae) and System-Functional model (A. I. Krupnov). The empirical study hypotheses were tested that the success of studying English by students is related to the Openness and Conscientiousness of the FiveFactor model, as well as to the variables from the instrumental-dynamic subsystem of initiative, considered within the framework of the SystemFunctional model. The sample includes 128 (83% – female) the first and second-year university students of Linguistics department, the average age of 18,57±1,13 years. Effectiveness of a foreign language acquisition was defined as the semester final grades and expert assessment of teachers. For the personality traits diagnosis were used “The Five Factors questionnaire” in M. V. Bodunov and S. D. Biryukov’s modified version and “Initiative Questionnaire” by A. I. Krupnov. Correlation analysis revealed positive relations between most of the evaluated parameters of the English acquisition effectiveness and Openness, but contrary to the hypothesis, there were no significant correlations with Conscientiousness. Also the foreign language acquisition effectiveness is closely connected with the initiative variables from the motivational-meaningful rather than the instrumental-dynamic subsystem, which contradicts the hypothesis based on the analysis of previous studies of sociability, perseverance and curiosity, considered on the basis of the System-Functional model. The revealed correlations show that the student’ initiative manifestations can be ambiguously assessed by English teachers, which can be explained by the discrepancy between the teaching system and the individual characteristics of the students.
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