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Abstract
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Dixon (1977), cited in Robert R. et al. (1977), states that all human languages contain terms to characterize personality traits--relatively enduring styles of thinking, feeling, and acting. Five-factor model in English-speaking populations can be summarized as the patterns of covariation among personality traits. According to the FFM, most personality traits can be described in terms of five basic dimensions, called Neuroticism versus Emotional Stability, Extraversion or Surgency, Openness to Experience or Intellect, Imagination or Culture, Agreeableness versus Antagonism. Moreover, each of these features represents a common variation between more specific traits. In fact, natural language is fastened by personality and its evaluation. Personality traits cannot be directly assessed; instead, more complex patterns must be inferred.
Personality can strongly affect how you approach language-learning situations, in-class work, peer interactions, and interaction with the culture. As a matter of fact, knowing about feelings and how to deal with them makes a significant difference in the success of learning. Some personality characteristics increase or decrease feelings of self-efficacy, depending on the specific situation. For instance, extraversion probably increases the sense of self-efficacy when you speak a foreign language. Additionally, personality includes memory, learning styles, learning strategies, learning aptitude, anxiety, motivation, and self-efficacy. In fact, the point to pay attention to is that what motivates us, how we prefer to learn, and what we are confident at are all linked to our personality preferences.
The characters of language learners are examined in the context of individual differences that comprehend the individual uniqueness. In SLA, individual differences are a straightforward concept. The basis of individual differences is about the characteristics in which learners differ and how these changes relate to their success in learning the l
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