Another style aspect that is principal for L2 education is that of personality type, which consists of four strands: extraverted vs. introverted; intuitive-random vs. sensing-sequential; thinking vs. feeling; and closure-oriented/judging vs. open/perceiving. Personality type (often called psychological type) is a construct based on the work of psychologist Carl Jung. Ehrman and Oxford (1989, 1990) noted a number of significant relationships between personality type and L2 proficiency in native English speaking learners of foreign languages. For more on personality type in language learning, see Ehrman (1996) and (Oxford,1996). Extraverted vs. introverted. By definition, extraverts gain their greatest energy from the external world. They want interaction with people and have many friendships, some deep and some not. In contrast, introverts obtain their energy from the internal world, seeking
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Biorhythms reveal the times of day when students feel good and perform their best. Some L2 learners are morning people, while others do not want to begin learning until the afternoon, and still others are creatures of the evening, happily “pulling an all-nighter” when necessary. Sustenance concerns to the need for food or drink while learning. Quite a number of L2 learners do not feel comfortable learning without a candy bar, a cup of coffee, or a soda in hand, but others are distracted from study by food and drink. Location includes the nature of the environment: temperature, lighting, sound, and even the firmness of the chairs. L2 students differ widely with regard to these environmental factors. The biological aspects of L2 learning style are often forgotten, but vigilant teachers can often make accommodations and compromises when
Biorhythms reveal the times of day when students feel good and perform their best. Some L2 learners are morning people, while others do not want to begin learning until the afternoon, and still others are creatures of the evening, happily “pulling an all-nighter” when necessary. Sustenance concerns to the need for food or drink while learning. Quite a number of L2 learners do not feel comfortable learning without a candy bar, a cup of coffee, or a soda in hand, but others are distracted from study by food and drink. Location includes the nature of the environment: temperature, lighting, sound, and even the firmness of the chairs. L2 students differ widely with regard to these environmental factors. The biological aspects of L2 learning style are often forgotten, but vigilant teachers can often make accommodations and compromises when