I

A Study on Teaching Strategies for Introvert English Learners

in Chinese Elementary School

Approved: Date: May 24, 2017

II

A Study on Teaching Strategies for Introvert English Learners

in Chinese Elementary School

A Seminar Paper

Presented to

The Graduate Faculty

University of Wisconsin-Platteville

In Partial Fulfillment

Of the Requirement for the Degree

Master of Science in Education

English Education

By

LiangWen

2017

III

ACKNOWLEDGEMENTS

At the point of finishing this paper, I owe a debt of gratitude to many people who

have been crucially help to my completing this article. First and foremost, I would

like to express my deepest appreciation to my advisor, Professor Dan Leitch, who has

been generous with his time and has provided eminently helpful advice on everything

from the methodological design to the writing process. He has always inspired me and

motivated me to do my best work. Were it not for him, I could not have completed my

paper. I would also like to offer my sincerest thanks to all my professors and teachers

in University of Wisconsin-Platteville(UWP) over the past two years and the Graduate

Faculty. I also feel grateful for my dear classmates. I have benefited much from

discussions with them and received their warm support. Moreover, my heartfelt

appreciation goes to Dr. Justine Chien, for her priceless suggestions and her feedback

during the writing. Also, I would like to thank Prof. Hu for her constant

encouragement. Special gratitude is also extended to International Education College

of South-central University For Nationalities. Furthermore, I have been helped and

encouraged by many friends in ways both small and large. There are several

professors and classmates whom I would like to single out for special thanks:

Prof.Teresa Burns, Prof.Kara Candito, Gao Xuejun and Xiao Binbin. They always

provided great support to help me come across the pressure and anxiety of paper

writing. In addition, I owe much to my parents for always believing in me and

encouraging me to achieve my goals. Their whole-hearted supports have been

invaluable in helping me to focus on my academic pursuits. Finally, I would like to

dedicate this article to my advisor and my family.

IV

Abstract

By analyzing the relationship of introverted, extroverted and English language

learning, nonintellectual factors on English language learning proficiency, second

language performance the effectiveness of teachers and language teaching strategies

might be improved; particular at the primary school level. Primary school is an

important developmental stage for pupils and a starting point in which one starts to

study English. Therefore, primary school teachers need higher skills and knowledge

in the area of human development than junior middle school, senior middle school,

and even university level instructors. English teachers should realize the influence of

a good personality for improving English communicative competence at primary

school and should be based the promotion of an individual’s all-round development

and, through all means and ways, help students establish a correct worldview, develop

good personalities and healthy body and mind, enhance qualities and gradually realize

human modernization.

Key words: introvert; primary school; English language; teaching strategies

V

TABLE OF CONTENTS

APPROVAL PAGE i

TITLE PAGE ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

TABLE OF CONTENTS v

CHAPTER

I. INTRODUCTION 1

Statement of the Problem

Definitions of Terms

Purpose and Significance of the Study

Methodology

II. REVIEW OF LITERATURE 5

Introduction

Introversion and Extroversion

Two hypothesis

Gifted learners and Personality

Nonintellectual Factors on English Language Learning Proficiency

Second Language Performance

The effective of Teachers and Language Teaching Strategies

III. CONCLUSIONS AND RECOMMENDATIONS 18

REFERENCES

1

Chapter I

INTRODUCTION

Statement of the Problem

Nowadays, to some extent, the trend of research on English teaching in China

Mainland has been shifted from the way of Hierarchical Teaching pattern to that of

Classified Teaching pattern. Hierarchical Teaching states that teaching should be

based on learners’ different academic levels. This kind of teaching mainly focuses on

mastery of subjects, such as math and English proficiency. Proponents of Hierarchical

Teaching believe it could inspire the top learners whom have good personality

because it works to arouse learners’ interest and enthusiasm. However，what about the

learners who do not have good academic performance or who have personality

problems?

What might be the consequence of giving a special status to any particular

teaching strategy? For some students, this might contribute to the habit of arrogance.

On the other hand, other students might develop to the lack of confidence and mental

anxiety.

Most Chinese recognize that the unintended consequence of The National

College Entrance Examination in China Mainland is a focus on getting good results

on paper rather than communicating with others. Besides, every single senior high

school in China, especially those in rural and remote areas, stress that the students

who have good English academic performance on the exam will attend a more

prestigious university. Due to this reason, some struggling learners are ignored.

2

Definition of Terms

Introvert is a person who is more interested in his own thoughts and feelings than in

things outside himself，and is often shy and unwilling to speak or join in activities

with others. Yang Zhang (2008). The Role of Personality in Second Language

Acquisition and www.ccsenet.org/journal.html(Vol.4,No.5). Asian Social Science.

Gifted and talented children are also like the other children in many ways. Some are

healthy and well-coordinated，whereas others are not. Some are extremely popular

and well liked, but others are not. Some are well adjusted ； others are

not.Kirk,S.A.,Gallagher,I.I.,Coleman,M.R.,&Anastasiow,N.J(2009).Educating

exceptional children(12th ed.).Belmont,CA.

Personality is the relatively stable organization of a person’s individual dispositions,

arising from the interaction between biological drives and the social and physical

environment. The term usually refers chiefly to the affective-cognitive traits,

sentiments, attitudes, complexes and unconscious, interests and ideals, which

determine man’s characteristic or distinctive behavior. Eysenck,Amold &Meili(1975).

Encyclopaedia of Psychology (P.21).

Purpose and Significance of the Study

The Song Dynasty educator Zhu Xi once said, "Confucius teaches his students in

accordance with their aptitude." The true meaning is: the educators strive to treat

pupils as individuals and to help them to achieve their full potential. However, that is

3

problem of educating someone according to his natural.

Many relative studies on this topic have been done around the world. For now, it

is a common recognition in English teaching circle in China that the teachers should

recognize the significant role of learners’ personality plays in learning. They should

take students’ personality into consideration in the process of teaching. To make their

instruction more successful they should adjust the teaching activities and select

suitable materials according to student’s personality.

However, by collating the relevant literature, we can see that there are still many

deficiencies. Based on the analysis above, the paper’s aim is to study English teaching

strategies for introverted English learners, especially in elementary schools in China

Mainland.

Methodology

This part will explain in detail why the author chose library research. This paper

mainly discusses teaching strategies for introvert English learners. Requirements

regarding the cultivation of good personality as it relates to teaching policies and

teachers will also be discussed.

Character is a kind of inertial thinking mode formed in a certain environment. It

is based on a certain genetic factors, developing and consolidated through education,

the environment, and the practice of subjective efforts. Therefore, it can be said that

personality has both stability and plasticity. Stability, that is, it has a certain pattern of

personality; Plasticity; that is, personality, can be cultivated or artificially changed.

4

School is an important place for student character formation and training. Besides,

foreign language learning as part of school education, should bear the important task

of cultivating students’ good character. With the growth of age, personality is

constantly enhanced; the character for their behavior is growing. Eventually, the

behavior will gradually form a habit. Character is also increasingly stable. Thus, the

idea that a students’ development as a whole person cannot be really accurate. Library

research suggests that primary school is an important stage for the development of

personality. Furthermore, child development is influenced by rich childhood

experiences. Subsequently, we can analyze and summarize information from many

experts, linguists, educationists and the present author’s teaching practice and

observation.

5

Chapter II

REVIEW OF LITERATURE

Ⅰ. Introduction

In this chapter, the previous studies on personality and Language Teaching

Strategies will be reviewed. Those studies discussed the factors that affect the

development of teaching strategies. Such as the studies on introversion and

extroversion and Language Teaching Strategies.

However, there are few examples of this kind of research in China Mainland,

especially in elementary school. Therefore, this article will continue to improve,

supplement and mature relating researches.

Ⅱ. Introversion and Extroversion

Research on character appeared very early. From a psychological point of view, it

can be divided into two personalities; that is, inward and outward. The famous British

psychologist HJ. Eysenck had a very in-depth study of a person's character. Eysenck’s

careful analysis of the factors summarized into three basic dimensions: namely

①export-oriented; ② emotional stability; ③ spiritual quality. But what Eysenck called

"introvert person" are those who are very susceptible to a particular stimulus signals

and react, thus forming the reaction behavior of this nature (including anxiety and

depression, etc.) of people; and "Outbound character” who is not easy because they

are stimulated by a particular signals and react, Consequently, their character is very

lively. Here is the contrast between from two distinct aspects to help the reader grasp

the personality, both inward and outward.

6

Tropism represents the ideas of Swiss psychologist Carl Jung (1971). In his book,

the character is divided into two categories. For the extrovert oriented person, mental

activity tends to be concerned about external things, they are cheerful, lively,

passionate, decisive, independent, and especially very fond of communicating with

people. Introverted people, on the other hand, prefer internal mental activity, tend to

do quiet rigorous projects, are thoughtful, and slow to react. However, it is not easy

for them to adapt to the external environment. Furthermore, they prefer only a very

narrow mode of communication. Consequently, their character may seem very

eccentric to others. According to Jung's theories, the main basis for the division

between extroverts and introverts is the "point of attention." In general, introverts are

more concerned about their own inner world and do not pay attention to the external

environment and interpersonal relationships. In contrast, outgoing persons will pay

more attention to the external world and the inner world to them it is not so important.

Yang Zhang (2008) considers an introvert as a person who is more interested in his

own thoughts and feelings than in things outside himself and is often shy and

unwilling to speak or join in activities with others. However, inward and outward

not fully independent and, on the contrary, everyone has both an inward and outward

contradiction base upon an organic combination: from those with a love to

communicate with people, to those who love adventure and energetic activities, to

those who are withdrawn and do not like communicate, and those who do not enjoy

adventure.

As Eysenck and Chan (1982) pointed out, the outgoing person is a social type,

7

more adept at dealing with different people, with many friends. They seek stimulation

and novelty, a good joke, and they are very energetic; introverts person appears very

quiet, tend not to communicate, only has a very few friends, with only a few close

friends. Ellis (2000; 467-527) noted similar characteristics.

From above, students’ introverted and extroverted personality and second

language acquisition are closely related. Typically, extroverts have a careless,

straightforward character. They are likely to be generous, forthright, like to

communicate with people, passionate, have very good skills interpersonal skills,

relatively unconcerned with other people's views about themselves; introverts, on the

other hand, are more likely to appear self-centered, have deep, stable characters, do

things carefully, display careful thinking, but may also appear unresponsive, lack

confidence with conversation, have difficulty to adapting to the outside world, and

tend to be sensitive to the judgement of others.

Ⅲ. Two Hypothesis

There are two widely accepted theoretical models about learning language in

general and second language acquisition in particular: the Basic Interpersonal

Communicative Skills (BICS) and the Cognitive Academic Language Ability

(Ellis,1994).

The first hypothesis is that extroverted learners already have the ability to master

basic interpersonal communication skills because their innate social ability.

Subsequently, in second language exchanges, they have more opportunities for

contact, language input and achieve greater the success. This relationship has been

8

verified in research exploring the relationship between a strong character and nature

and the success of foreign language communication. For example, The admission

criteria of the University of the United States further examine the comprehensive soft

power and potential of the students,students with personality, creativity, strong

leadership and good communication skills will have an advantage.

The second hypothesis is that introverted learners have more advantages in the

development of language cognition. Studies have shown that due to the inward

orientation these learners spend more time reading and consequently get better grades.

Compared with the first hypothesis, the second hypothesis has less support in the

research base. Students of this kind in China have gained international fame in various

academic contests and most graduate from school with high-tech scores. However,

when applying for American universities or employment, they are often rejected.

The first hypothesis seems more appealing. Perhaps the outgoing personality has

more advantages in second language acquisition? If so, how should we interpret

introverted or extrovert student achievement in English is the area of assessment? Or,

we are not sure whether developing a good personality to promote comprehensive

language ability of English is the best way, especially introvert learners. As shown in

the figure 1:

Figure 1. The mutual adjustment on English learning advantages of different

Introvert Extrovert

Reading

Writing

...

Speak

Listening

... Regulator

9

personalities

Note:Developing a good personality to improve students ’ integrated abilities because

of the particularity of English. It requires us to take the essence to the dregs, break the

bottleneck gain much long-term development.

Ⅳ. Gifted Learners and Personality

Kirk,S.A.,Gallagher,I.I.,Coleman,M.R.,&Anastasiow,N.J (2009) noted that gifted

and talented children are also like the other children in many ways, some are healthy

and well-coordinated whereas others are not; some are extremely popular and well

liked, but others are not; some are well adjusted; others are not.

Giftedness appears to be more than just academic. For example, some children

may be gifted in leadership, music, or athletics. Similarly, is a gifted child always

good student? Sometimes the opposite is true. Gifted children may get bored in the

classroom, and this can lead to distraction, truancy and even arrogance. Besides, they

are not necessarily suitable for English language learning or get good English

academic performance. In addition, their high TOEFL and GRE scores do not

necessarily reflect good communicative abilities in areas such as public presentations.

Also, recent research has shown that the success of second language learning is due to

not only to cognitive factors but also to the affective, motivational, personality and

demographic factors of the learners (Carell, Prince & Astika, 1996). Since studies

have shown that extroverts acquire a second language better than introverts, it seems

also important for second language learners to develop outgoing personality traits.

That is to say, try to be somewhat of an extrovert while learning a foreign language.

10

Philosophically speaking, individuality is one thing and personality is another. A

soul is born an individual, but without a personality. Personality is built after one is

born. What the soul has brought along is hands and legs and face, but not personality;

this is made here on earth. Some hereditary factors that contribute to personality

development do so but some potential environmental influences that help to shape

personality. It is entirely commendable to devote some thought and effort to the

improvement of your personality that can help you to learn second language better”

(Yan Zhang,2008).

Then, what is the personality？There is a very detailed and clear definition that

personality is the relatively stable organization of a person’s individual dispositions,

arising from the interaction between biological drives and the social and physical

environment. The term usually refers chiefly to the affective-cognitive traits,

sentiments, attitudes, complexes and unconscious, interests and ideals, which

determine man’s characteristic or distinctive behavior (Eysenck,Amold &Meili,1975).

Salvador Maddi (2006) define personality as “a stable set of internal characteristics

and tendencies that determines the psychological behavior of people” (Maddi, 2006).

That is to say, personality is also a dynamic organization and plays a major factor

contributing to success or failure in foreign language learning as well. However, how

can educators make sure that the personality can be nurtured and shaped in a right

way? What is the most developmentally appropriate approach?

In summary, The research literature suggests that personality traits could be one

of the most crucial and challenging factors which have affected SLA. Therefore,

11

teachers should help students develop good personality traits that will contribute to

improving learners' second language learning efficiency. Particularly, the literature

supports the idea that primary school is a crucial stage for the development of

personality. From above mentioned, the reader may consider Figure 2 as representing

the function of personality (see Figure 2)

Figure 2: The Function of Personality

Note:Individualistic means that everyone has his own unique personality; Relative

stability, because character is of plasticity, bad character can be optimized and

remedie; Functionality represents sanguine personality help students positively into

language activities while undesirable can affect a child's healthy growth; the

development of personality from birth, growth, maturity to recession or even to death,

it is the integration of the naturalness and sociality of human beings.

Ⅴ. Nonintellectual Factors on English Language Learning Proficiency

Studies of effects of nonintellectual factors on English language have been widely

researched. In present day psychology circles, Weshler’s concept of nonintellectual

factors, published by the American Journal of Psychology in 1950, is still influential.

In China, Yan (1984) had unique definition to describe and summarize this concept of

nonintellectual factors. He pointed out this concept has broad sense and narrow sense.

The concept in the broad sense is defined as all psychological factors except for

intelligence factors. In the narrow sense, it should refer to motivation, interest,

Personality

Individualistic

Relative stability

Functionality Naturalness

and sociality

12

sensibility, purpose, characteristics, and so on. According to Yan, nonintellectual

factors on English language learning also include motivation, interest, sensibility,

purpose, characteristics, and so on. In other words, non-intelligence factors do

influence language learning. Therefore, learning motivation appears to be the internal

driving force of learning. In other words, positive interest in learning leads to a

positive learning attitude. Subsequently, the will to learn is to overcome the

difficulties in the process of learning and ultimately the guarantee to achieve the goal.

Emotion is the driving force of learning motivation, learning interest and learning

interest. In addition, personality is reflected in the activities of motivation, interest,

emotion, and will (see Figure 3).

Figure 3: The Possibilities for Positive and Negative Force of Non-intelligence

Additionally, from above mentioned factors, the reader might note that

motivation may be classified into two aspects: one is the learners’ internal factors, the

other is their related external factors. The internal factors contain physical factor and

psychological factors. The external factors include some language educational

Abandon ←No ← →Yes→Learn

Abandon ←No← →Yes→Learn

Abandon ←No← →Yes→Learn

Abandon ←No← →Yes→Learn

Fail Success

Motivation

Interest

Emotion

Will

13

policies, social system, school education and family aspects. In terms of its function,

ShenDeli (1997) argues that nonintellectual factors have four functions, motive force,

maintenance, compensation and pattern. For example, the interest is to train the first

motive force in the language learning. When facing a new language, not everyone has

interest if he has interest he may have motivation or or may not. Most of us think

English as second language, is difficult to learn. But this frustration is not because you

are not smart enough, or the language is difficult, it is something that many people

have to conquer with a stong will, adjust and maintain. These are relating with

nonintellectual factors.

But the consensus of most people is that positive non-intelligence factors can

facilitate foreign language learning while negative ones hind and chill interest in it

just like unrealistic beliefs or misconceptions about language learning can impede

learning process. For example, paying attention to the results of exam but ignoring

students’ nonintellectual factors, may harm English language learning in China.

Furthermore, under the influence of examination-oriented education and GAOKAO

（or College Entrance Examination), the curriculum does not scientifically develop or

evaluate the holistic personalities of the students. Consequently, student teacher

relationships become strained. At present, English teaching in primary and secondary

schools in China require profound reforms and innovations.

How should schools and educators improve nonintellectual factors of students

during English language teaching and learning? Ren Bin (2006) suggested several

ways to begin. Start on the work of motivation; build to deep feeling that the students

14

want to learn; harmonize the relationship between teachers and students to develop

the enthusiasm and interest of SLL; adopt flexible teaching strategies to activate their

mind of SLL; create and adjust dynamically the guidance of teaching or learning

approach to help students find proper learning strategies.

Ⅵ. Second Language Performance

International English Language Testing System (or IELTS), we know its test

including the four main areas of language proficiency: Listening, Reading, Writing

and Speaking. However, not every candidate can get an average of six points. In

Krashen’s (1985) view, there are two independent systems of second language

performance: “the acquired system” and “the learned system” Krashen (1985) noted,

“the acquired system” or “acquisition” is the product of the subconscious process very

similar to the process children undergo when they acquire their first language. It

required meaningful interaction in the target language-natural communication in

which speaker are concentrated not in the form of their utterances, but in the

communicative act; “The learned system” or “the learning” is about the product of

formal instruction (or second language teaching and learning) and it comprises a

process which results in conscious knowledge “about” the language, for example the

knowledge of grammar rules. Therefore, the main difference is subconscious and

conscious. We know that IELTS is used for overseas study and immigration purposes,

mainly, for non-native speakers, their reasons for learning English is conscious. In

other words, their second language performance is “The learned system” or “the

learning”, as shown below in figure 4:

15

The learnd system----Apples

The acquired system-------------

Figure 4:Performance

Note: There are obvious distinctions on second language performance between “the

learned system” and “the acquired system”. When seeing or hearing apples, the first

that comes to the former ’s mind is the word, but the latter is the picture of apples.

So, at which age should begin toward second language teaching and learning？

The answer is certainly not to begin as adults.

Ⅶ.The effective of Teachers and Language Teaching Strategies

Many factors affecting foreign language learning are mentioned in the seminar

paper .But in order to improve the above mentioned,what strategies can we do now

use in English language teaching?which fit? which is not suitable? what are the

guiding principles of English Teaching in primary schools? what are the differences

between adults and children in English language teaching?

There are several definitions about teaching strategies. However, no matter what

they are. the teachers’ professional ability is paramount. Medley (1979) has identified

five successive conceptions of the effective teacher:①possessor of desirable personal

traits;②user of effective methods;③creator of a good classroom atmosphere;④master

of a repertoire of competencies;⑤professional decision-maker who has not only

mastered needed competencies but learned when to apply them and how to orchestrate

16

them. For example, Liu &Wang & Lin (2009) mentioned, classroom talk: the meaning

of this concept is diverse; including teacher talk, student talk, teacher-student

interaction, classroom chat and so on. Sinclair & Coulthard（1975）discovered through

the observation of primary school classroom, classroom communication, which can be

summed up in three steps:teachers’ initiating move, students' responding move and

teachers' feedback move. In China Mainland, there exists high anxiety in the current

English class and the subjects' anxieties are mainly communication anxiety and

classroom anxiety, especially at the primary level. Therefore, to some extent, it is true

that foreign language learning is more or less influenced by teachers' discourse. In

other words, introverted students (or students with self-abased mentality,

psychological problems), they are particularly affected by this. Furthermore, English

teachers have a dominating influence on the natural course of students’ language

learning.

Similarly, books and journals contain hundreds of language teaching strategies.

But the true meaning reflects teacher professional development as wholeness,

purposefulness, practicality and transcendence; each of which requires teachers have

specific methods and strategies. The list below summarizes some academic and

non-academic supportive teaching strategies for introverted learners.

Non-academic supportive teaching strategies：

1.Helping introvert learners build confidence;

2.Create a better atmosphere with extrovert learners both in the classroom and outside

the classroom;

17

3.Being an active facilitator, include motivation, cultivate learning interest, trust and

praise, teacher expectation, moderate competition;

4.Strengthening the communication between teachers ,introvert and extrovert learners;

5.Being a human with positive affects；

6.Making timely feedback and proper evaluate;

7.Developing colorful after-class activities;

8.Maintaining harmony of social, school and family.

Academic supportive teaching strategies：

1.Emphasizing the importance of language learning；

2.Being a artist in teaching;

3.Helping students find proper learning strategies;

4.Providing comprehensible input;

5.Advocating group cooperation.

From the above mentioned, the role of teachers is as follows (see Figure 5):

Figure 5: Various Roles of Foreign Language Teacher

Mentor Model

Consultant Artist

Parents Friend

.....

TEACHER

18

ChapterⅢ

CONCLUSIONS AND RECOMMENDATIONS

3.1 Findings of Research

The literature explored in this seminar paper suggest strategies yet also raises

questions. This article investigated①Students’ introverted and extroverted personality

and second language acquisition are closely related；②Developing a good personality

to promote language learning is the best way to promote achievement in introvert

learners；③How can educators make sure that the personality can be nurtured and

shaped in a right way. When is the best period? ④Can educators improve

nonintellectual factors of students during English language teaching and learning？⑤

What are the most effective strategies for educators to use in English language

teaching? Furthermore, what are the guiding principles of English Teaching in

primary schools? What are the differences between adults and children in English

language teaching? ⑥ What traits best describe the roles of teachers?

The main task of the study was to explore the role of personality development to

increase the success of introverted students in language learning in Chinese

Elementary Schools. Unfortunately, strategies are lacking in mainland China and the

educational atmosphere sometimes hinders the student’s individual development.

Developments over the lifetime is the pursuit of every individual and education is the

foundation of it. The children with a strong plastic and their good and bad behavior

relates to the whole prospect of society, so training the development in full side and

highly talented person must begin from the children. Primary English teaching as an

19

important part of Education and the growth of global communication network,which

plays an important role in future.

According to the literature review and some discussion, there are several findings:

First, the best stage of learning foreign language is childhood.

Second, listening and speaking are much more emphasized than reading and

writing in Chinese primary school's English program.

Third, the best way to teach is to “Influence personality with personality, shape

personality by personality".

Fourth, The main task of education is not only to train a student, but also the

cultivation of people. Especially the basic education stage, in other word,

Language communication can be regarded a mean to gain a great advantage for

their healthy growth and personal relationships, especially introvert learners. (see

Figure 6).

Figure 6: The Purpose of Education

3.2 Suggestions for Further Studies

This paper focuses on basic theories and strategies, then puts forward a bold proposal

to develop the student personality through cultivating a student’s 'linguistic

communicative competence” and the all-sided development of human in the long term.

The current study mainly focuses on the development of the personality in school

20

education at beginning level. Future researchers may examine the role of sex, age,

family, and today's education policies in China and among others.

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