Chapter 3

Intelligence, learning styles, personality

Q. Mark as TRUE or FALSE

1. IQ scores are a reliable predictor of success in second language oral production skills.
2. Fred Genesee's research found a link between intelligence and metalinguistic knowledge
rather than communicative ability.
3. The concept of 'multiple intelligences' was proposed by Howard Gardner in 1976.
4. Students with weak general academic performance cannot succeed in second language
learning.
5. Traditional IQ tests cover only a limited range of abilities.
6. Learning styles are an individual's natural, habitual, and preferred way of processing
information.
7. Visual learners benefit most from physical activities such as role-playing or miming.
8. Field-dependent learners focus on separating details from the general background.
9. Personality traits like extroversion consistently predict success in second language
learning.
10. Anxiety is always a negative factor in second language learning.
11. Learners with a high willingness to communicate (WTC) tend to avoid speaking in a
second language.
12. Communicative confidence is influenced by previous interactions with L2 speakers.
13. Personality traits like self-esteem and empathy show a strong and consistent link to
grammatical accuracy in language learning.
14. Some researchers believe a qualitative approach is needed to study personality traits in
language learning effectively.

Q2. Choose the best option based on the text:

1. According to the text, IQ scores may be more closely related to:

A) Communicative ability
B) Metalinguistic knowledge
C) Oral production skills
D) Physical ability

2. In Fred Genesee's study on second language learning, IQ was found to be related to:
A) Oral production skills
B) Physical skills
C) Reading, grammar, and vocabulary
D) Artistic abilities

3. Which of the following is true about traditional IQ tests, according to the passage?
A) They assess a wide range of abilities, including physical skills.
B) They are comprehensive and include all types of intelligences.
 C) They are limited to certain kinds of intelligence.
D) They focus primarily on artistic intelligence.

4. Howard Gardner’s theory of ‘multiple intelligences’ suggests that:

A) There is only one type of intelligence that matters in school.
B) Traditional IQ tests cover all types of intelligences.
C) Intelligence includes areas such as music, interpersonal relations, and athletics.
D) Intelligence is not a useful measure for academic success.

5. How is "learning style" defined in the text?

A) An individual's method of memorizing information
B) An individual's natural, habitual, and preferred way of processing information
C) A specific way to teach a language
D) A method exclusively for visual learners

6. Kinesthetic learners benefit most from:

A) Reading texts
B) Listening to lectures
C) Physical activities like role-playing or miming
D) Watching videos

7. Field-independent learners are characterized by their tendency to:

A) See things holistically
B) Separate details from the general background
C) Learn best through auditory methods
D) Focus primarily on communicative skills

8. According to the text, what do Zoltán Dörnyei and Peter Skehan suggest regarding the
relationship between field independence and second language learning?
A) Field independence is irrelevant to second language learning.
B) More research is needed to identify the nature of the relationship.
C) Field independence has a strong influence on language learning success.
D) Field dependence is more effective in language learning than field independence.

9. Which personality trait is often debated for its influence on second language learning but
shows inconsistent results?
A) Introversion
B) Extroversion
C) Empathy
D) Assertiveness

10. What effect does a certain level of anxiety have on language learning, according to the text?
 A) Anxiety always hinders language learning.
B) Anxiety can have a positive effect by motivating learners.
C) Anxiety has no effect on language learning.
D) Anxiety only affects younger learners negatively.

11. "Willingness to communicate" (WTC) in second language learning is influenced by:

A) The learner's anxiety levels only
B) The number of languages the learner speaks
C) Communicative confidence and previous interactions with L2 speakers
D) The type of language tests taken

12. Communicative confidence in a second language learner is primarily shaped by:

A) How competent or relaxed the learner feels with their L2 ability
B) The learner's field dependence or independence
C) The learner's personality type
D) The level of inhibition the learner has

13. Personality variables in second language learning are more consistently related to:
A) Grammatical accuracy
B) Conversational skills
C) Vocabulary acquisition
D) Written skills

14. Some researchers argue for a qualitative approach to studying personality traits in language
learning because:
A) Qualitative methods are quicker and easier
B) Quantitative methods are more accurate
C) Qualitative approaches capture the depth and complexity of personality traits over time
D) Personality traits are irrelevant to language learning

Q3: Short definitions:

1. Learning Style: An individual's natural, habitual, and preferred way of absorbing, processing,
and retaining new information.

2. Visual Learners: Learners who understand and retain information best through visual means,
such as seeing or reading.

3. Auditory Learners: Learners who process information most effectively by listening or through
auditory input.
4. Kinesthetic Learners: Learners who benefit from physical activities, such as role-playing or
hands-on tasks, to grasp new concepts.

5. Field-Independent Learners: Individuals who can focus on separating details from a larger
background or context.

6. Field-Dependent Learners: Individuals who tend to see things holistically and are influenced
by the overall context rather than isolated details.

7. Extroversion: A personality trait associated with being outgoing, assertive, and adventurous;
often linked to language learning.

8. Inhibition: A personality trait that discourages risk-taking, potentially hindering second

language learning, especially in pronunciation.

9. Learner Anxiety: Feelings of worry, nervousness, or stress that a learner experiences in second
language learning situations, which can affect learning outcomes.

10. Willingness to Communicate (WTC): A learner’s inclination to engage in communication in a

second language, is influenced by communicative confidence.

11. Communicative Confidence: A learner's self-assurance in using a second language, often

shaped by previous interactions and perceived competence.

12. Multiple Intelligences: Howard Gardner's theory proposes that intelligence encompasses a
wide range of abilities, including musical, interpersonal, and physical skills, beyond traditional
IQ.

13. Quantitative Research: A research approach that focuses on measuring and analyzing
numerical data to identify patterns and relationships.

14. Qualitative Research: A research approach that explores complex concepts and personal
experiences in-depth, often used to understand individual differences over time.

15. IQ and Second Language Learning: Intelligence, traditionally assessed through IQ tests, has
sometimes been linked to success in school and second language learning. However, IQ may be
more related to metalinguistic knowledge (e.g., language analysis and rule learning) than to
communicative ability.

16. Limitations of IQ Tests: Traditional IQ tests assess a limited range of abilities, focusing
mainly on analytical and verbal skills associated with academic success. This means they may
not cover skills relevant to communication or other types of intelligence.

17. Multiple Intelligences (Gardner, 1993): Howard Gardner proposed that intelligence is
multifaceted, including areas beyond verbal and analytical skills. Gardner's theory includes
musical, interpersonal, and athletic abilities, among others, suggesting a broader view of
intelligence that traditional IQ tests may not capture.