A descriptive study of the effects of motivation, anxiety, and introversion/extroversion as learners’ variables on second language acquisition

Learners of a second language vary from some aspects such as personality, motivation, learning styles, age and aptitude. In this the aim is to study about the relationship existing between Personality and second language acquisition. To increase the learning process up to the maximum level, individual differences must be noticed. Some features of the learners might encourage or inhibit second language acquisition (cook 1996). Ellis (1994) believes that language learning strategy is a strategy contained of a mental or behavioral activity regarding to some special stages in the general development of language acquisition or language use. One of the necessary factors for learning second or foreign language is motivation which has some types. It has a relationship with language learning process. There are some tools for measuring it. It is more common to use questionnaires for measuring learners’ motivation. As Richard and Schmidt (2002) mention that motivation is generally considered to be one of the primary cause of being successful or failed in second Language Acquisition. According to Oxford (1999), actions which the learners get to make learning more enjoyable, easier and faster. It’s more effective, too. Since early 1970s, the role of anxiety in language learning has been examined (MacIntyre and Gardner 1991). Most of the researches show the negative relationship between foreign language anxiety and the level of achievement. In this study it was attempted to investigate motivation, anxiety, extroversion and introversion as some learners’ variables.