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1、TheRelationshipbetweenPersonalityandLanguageLearningStrategiesAbstractForseveraldecades,researchershaveshiftedtheirattentionfromseekingthebestteachingapproachestostudyinglearners'individualdifferences.Moreandmoreresearchersagreethatthefollowingareimportantvariablesinwhichindi
2、viduallearnersmaydiffer:intelligence,languageaptitude,personality(suchasextraversion/introversion,perseverance,andanxiety),learningstrategies,andattitudestowardsthetargetlanguageanditsnativespeakers(LiuRunqing,2004).Itindicatesthatthepreviousresearchesonthesevariableshaveprov
3、edtobehelpfulinunderstandingSLLprocess(Skehan,1989).Basedonthepreviousresearchesandtherelevanttheories,thisstudyfocusesontwooftheabovevariables:personality(extravcrsion/introversion)andlanguagelearningstrategies,andisaimedatexploringtherelationshipsamongthese:theextraversion/
4、introversion(E/1)tendenciesofChinesestudents,theirproficiencyinEnglishasaforeignlanguage(EFL)andtheirforeignlanguagelearning(FLL)strategiesemployment.Asurveystudyhasbeenmadeamong110seniorhighschoolstudents.Twoself-reportquestionnaires---EysenckPersonalityQuestionnaire(EPO)and
5、ForeignLanguageLearningStrategiesQuestionnaire,andonelanguageproficiencytest---theCollegeEntranceExamination(inShanghai)havebeenadministratedtothem,inordertoidentifythestudents'personalitytraits(E/1),theirlearningstrategiesandtheirforeignlanguageproficiency.Keywords:extravers
6、ion/introversionrelationshipEnglishasaforeignlanguageProficiencyforeignlanguagelearningstrategiesIntroductionBackgroundofThisstudyForcenturies,effortshavebeenmadetolookforthebestteachingmethodinforeignlanguageteaching(FLT)/secondlanguageteaching(SIT).Numerousmethodsareinvolve
7、d,butnotoneseemsgoodenoughtobeuniversallyacceptedastheBEST.Ithasbeenfound,instead,thatwhateverthemethodology,thematerial,theconditionunderwhichaforeignlanguageistaught,somelearnersarealwaysmoresuccessfulthanothers,whiletherewillbe,invariably,oneortwototalfailures.Thishasforce
8、dresearcherstoconsiderifitisthedifferenceinindividuallearnersthatcau
