Premium
Social Styles and the Second Language Acquisition of Spanish‐Speaking Kindergartners
Author(s) -
STRONG MICHAEL
Publication year - 1983
Publication title -
tesol quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.737
H-Index - 91
eISSN - 1545-7249
pISSN - 0039-8322
DOI - 10.2307/3586652
Subject(s) - psychology , linguistics , language acquisition , second language acquisition , developmental linguistics , developmental psychology , comprehension approach , language education , pedagogy , mathematics education , philosophy
Previous studies that have examined the relationship between personality factors and second language acquisition have yielded contradictory findings. However, when these studies are divided according to whether they examined natural communication language as compared with formal tested language , it becomes clear that certain personal characteristics are consistently related to successful language learning. The present study examines seven such characteristics in connection with success at acquiring certain communicative language skills among thirteen Spanish‐speaking kindergartners who began the school year with almost no English. The question of motivation to be a part of the target language group and preference for English speakers as playmates and friends is also discussed on the basis of sociometric evidence. Contrary to previous conclusions (e. g., Wong‐Fillmore 1976), the faster learners did not seek to befriend or identify more with English speakers than did the slower learners. Faster learners, however, were more talkative, responsive, and gregarious than slower learners. Implications of these findings for teachers and researchers are discussed.