![Social Attention Theory
• Yet another explanation of the high correlation between extraversion and
happiness comes from the study by Ashton, Lee, and Paunonen (2002).
• They suggested that the core element of extraversion is a tendency to
behave in ways that attract, hold, and enjoy social attention.
• They claimed that one of the fundamental qualities of social attention is its
potential of being rewarding. Therefore, if a person shows positive emotions
of enthusiasm, energy, and excitement, that person is seen favorably by
others and he or she gains others' attention. This favorable reaction from
others likely encourages extraverts to engage in further extraverted
behavior.[69]](https://image.slidesharecdn.com/extroversionintroversion-160206194022/85/Extroversion-introversion-22-320.jpg)
Extroversion introversion
- 1. Extroversion Introversion Presented by: Amir Hamid Forough Ameri ahfameri@gmail.com November 2015
- 3. Extroversion Introversion • The trait of extraversion–introversion is a central dimension of human personality theories. • Extroversion and introversion, the terms used by Jung (1971), explain different attitudes people use to direct their energy. • According to Burruss and Kaenzig (1999) the introvert’s main focus is ''within his/her head, in the internal world of ideas and concepts,'' while, the extravert’s primary focus is ''on the external world of people and activities'' (p. 1). • According to Brown (2000), ''extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem and a sense of wholeness from other people,'' while ''introversion is the extent to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people'' (p. 155).
- 4. • Kise (2007) pointed out that extraverts prefer ''talking things out, variety and action, forming thoughts through discussion, focusing on the outer world, activity before reflection,'' • while introverts prefer thinking about things, concentration, focusing on the inner world, and reflection before any activity. • Eysenck believed there was a physiological basis for the difference between the two tendencies, introverts being very easily aroused or stimulated, extraverts requiring greater stimulation and excitement.
- 5. Extroversion/introversion represents a continuum (i.e. individuals can be more or less extraverted), but we can identify idealized types: Extroverts Are sociable Like parties Have many friends Need excitement Are risk-takers, lively, active Like practical jokes Introverts Are quiet Prefer reading to meeting people Have few but close friends Avoid excitement Are not risk-takers
- 6. • Therefore, it is not a matter of either/or in the sense that people should not be considered to be either extraverts or introverts. It is a continuum which shows one’s degree of outgoingness. Moreover, people can be: extreme extraverts ↔ a combination of both ↔ extreme introverts AMBIVERSION more or less directly in the middle An ambivert is moderately comfortable with groups and social interaction, but also enjoys time alone, away from a crowd.
- 7. It is worth noting that there are many mistaken notions about introverts; e.g., introverts are often thought to necessarily be one or all of the following: Shy. An introvert may have no fear of saying hello or talking with strangers. Anti-social. An introvert may like to say hello or talk with strangers. Uncooperative. An introvert may be eager to help. Non-verbal. An introvert may be quite verbal. Dumb. An introvert may be extremely intelligent. Varner (2008)
- 8. • Ausubel (1968) noted that Extroversion/introversion can be a misleading index of social adjustment and others have warned against prejudging students on the basis of their perceived Extroversion. • In language classes where oral participation is highly valued, it is easy to view active participants and attribute that to Extroversion (which may not be so). • Culturally, American society differs from other societies like Japan where it is improper to speak out in the classroom. • What in the U.S.A. may be introversion is respect and politeness in Japan. • Western society values the stereotypical extrovert and introverts are not thought to be as bright as introverts.
- 9. Advantages and Disadvantages of Extroversion/introversion • According to Stern (1983), regarding the interpersonal aspect of language learning, ''extraversion would be an asset, but introversion might well be regarded as advantageous to the systematic study of language'' (p. 380). • In general, There is a clear contradiction between the predictions of psychologists and applied linguists concerning the relationship between extraversion and learning. Psychologists claim that ''extraversion is a disadvantage for learning because an extravert is more easily inhibited and has a limited long term memory,'' while, many applied linguists have predicted that extraversion is an advantage for learning a second/foreign language ''on the assumption that an extravert elicits more input and produces more output'' (Kiany, 1998).
- 10. BICS According to the most widely researched hypothesis regarding the relationship between extroversion and second/foreign language (L2) learning, ‘’extroverted learners will do better in acquiring basic interpersonal communication skills (BICS).’’ The rationale for this hypothesis is that gregariousness and outgoingness, among others, as vital features of extroversion will lead to ‘’more opportunities to practice, more input, and more success in communicating in the L2 (Ellis, 2008).
- 11. CALP According to another hypothesis which has received less support from the literature, ‘’introverted learners will do better at developing cognitive academic language proficiency (CALP)’’ (Ellis, 2008). The rationale for this hypothesis is that perhaps because introverted learners spend more time reading and writing, they normally show more academic accomplishments.
- 12. Extraversion and Speaking Styles In the late 1990s, SLA researcher Dewaele and Furnham synthesized evidence from L1 studies showing that Extraversion and Speaking Styles are related. They point at three L1 findings in psychology: Extraverts have better short-term memory They are more impervious to stress They speak more fluently
- 13. Extroversion and Empathy Extroversion is usually thought to be related to empathy, but such may not be the case. The extrovert may behave in an extroverted manner simply to protect his/her own ego with extroverted behaviour being a sign of their defensive barriers and high ego boundaries. However, the introverted and more reserved person may show high empathy, an intuitive understanding and apprehension of others, and simply be more reserved in the overt expression of empathy.
- 14. Extroversion/introversion and SLA It is not clear if Extroversion/introversion helps or hinders the process of SLA. Toronto study Naiman et al., 1978. 1996 Busch 1982 Wakamato 2000 No significant effect for extroversion was found in characterizing a good language learner Introverted Japanese learners of English were significantly better than extroverts in their pronunciation Junior college English majors in Japan who were extroverted used learning strategies better than introvertrs It suggested that introverts may have the patience and focus to attend to clear articulation. There is the possibility that extroverts need those strategies more than introverts
- 15. Extroversion/introversion and SLA Therefore, it is conceivable that extroversion may be a factor in developing general oral communicative competence, which requires face-to-face interaction, but not in listening, reading, and writing. On a practical level, the facilitating or interfering effects of some classroom techniques that invoke extroversion need to be carefully considered drama, pantomime, humour, role plays, …
- 16. Extroversion/introversion and SLA • A teacher should avoid trying to create more extroversion in a student than is really necessary. We need to be sensitive to Cultural norms A student’s willingness to speak out in class Optimal points between extreme extroversion and introversion varying from student to student
- 17. Measurement • The extent of extraversion and introversion is most commonly assessed through self- report measures, although peer-reports and third-party observation can also be used. • Self-report measures are either lexical or based on statements. • Lexical measures use individual adjectives that reflect extravert and introvert traits, such as outgoing, talkative, reserved and quiet. • Statement measures tend to comprise more words. Respondents are asked the extent to which they, for example, Talk to a lot of different people at parties or Often feel uncomfortable around others.
- 18. Measurement • Virtually all comprehensive models of personality include Extroversion/introversion in various forms. Examples include • the Big Five model, • Jung's analytical psychology, • the Myers–Briggs Type Indicator. • Hans Eysenck’s three-factor model, • Raymond Cattell's 16 personality factors, and • the Minnesota Multiphasic Personality Inventory.
- 21. Social Activity Hypothesis • According to the social activity hypothesis, more frequent participation in social situations creates more frequent, and higher levels, of positive affect. • Therefore, it is believed that since extraverts are characterized as more sociable than introverts, they also possess higher levels of positive affect brought on by social interactions. (e.g., Furnham and Brewin's study, 1990)
- 22. Social Attention Theory • Yet another explanation of the high correlation between extraversion and happiness comes from the study by Ashton, Lee, and Paunonen (2002). • They suggested that the core element of extraversion is a tendency to behave in ways that attract, hold, and enjoy social attention. • They claimed that one of the fundamental qualities of social attention is its potential of being rewarding. Therefore, if a person shows positive emotions of enthusiasm, energy, and excitement, that person is seen favorably by others and he or she gains others' attention. This favorable reaction from others likely encourages extraverts to engage in further extraverted behavior.[69]
- 24. References Brown, H. D. (2007). Principles of language learning and teaching (5thed.). New York: Pearson Education, Inc. Burruss, J. D., & Kaenzig, L. (1999). Introversion: The often forgotten factor impacting the gifted. Retrieved from http://www.sengifted.org Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press. Eysenck, H. J. (1967). The biological basis of personality. Illinois: Charles C. Thomas. Jung, C. G. (1971). Psychological types. New Jersey: Princeton University Press.
- 25. References Kise, J. A. G. (2007). Differentiation through personality types: A framework for instruction, assessment, and classroom management. Thousand Oaks, CA: Corwin Press. Ortega. L. (2009). Understanding second language acquisition. London: Hodder Education. Richards, G. (2009). Psychology: the key concepts. New York: Routledge. Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press Internet References