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An Investigation into Perfectionism as a Moderator of the Links between Language Learning Styles and Strategies.

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Title: An Investigation into Perfectionism as a Moderator of the Links between Language Learning Styles and Strategies.
Authors: Fahim, Mansoor1, Noormohammadi, Rezvan1
Source: Journal of Language Teaching & Research. Sep2014, Vol. 5 Issue 5, p1121-1131. 11p.
Subject Terms: *Foreign language education, *Strategy Inventory for Language Learning, *Second language acquisition, *Linguostylistics, *Concept learning, *Academic achievement, Perfectionism (Personality trait)
Abstract: Individual Differences in language learning, a topic whose complexity has meant little conclusive knowledge and thus needs for continuing inquiry (Ehrman, Leaver & Oxford, 2003), was addressed in this study. Language learning perfectionism was investigated as an important and complicated educational construct related to important antecedents and consequences such as language learning styles and strategies. To promote successful language learning, the modifying roles of perfectionism in the relationship between language learning styles and strategies were emphasized. The study presented two kinds of data: quantitative and qualitative. In the quantitative study, the participants consisted of 265 EFL second-year undergraduates. Three self-reported inventories, the Persian version of Learning Style Questionnaire (E&L LSQ) (Ehrman & Leaver, 2002); the Persian version of the Strategy Inventory for Language Learning (SILL) (Oxford, 1990); and the Persian version of Positive and Negative Perfectionism Scale (PANPS) (Terry-Short, Owens, Slade & Dewey, 1995), were used. In the qualitative aspect of the study, semi-structured interviews have been performed among 34 high and low achievers. The analyses indicated that positive perfectionism was more relevant factor attributing students' use of language learning strategies than styles. High achievers exhibited more positive perfectionism and absence of negative perfectionism, whereas low achievers exhibited signs of both positive and negative perfectionism. The pedagogical implications of the study were discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: *<searchLink fieldCode="DE" term="%22Foreign+language+education%22">Foreign language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Strategy+Inventory+for+Language+Learning%22">Strategy Inventory for Language Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+language+acquisition%22">Second language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Linguostylistics%22">Linguostylistics</searchLink><br />*<searchLink fieldCode="DE" term="%22Concept+learning%22">Concept learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Perfectionism+%28Personality+trait%29%22">Perfectionism (Personality trait)</searchLink>
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  Data: Individual Differences in language learning, a topic whose complexity has meant little conclusive knowledge and thus needs for continuing inquiry (Ehrman, Leaver & Oxford, 2003), was addressed in this study. Language learning perfectionism was investigated as an important and complicated educational construct related to important antecedents and consequences such as language learning styles and strategies. To promote successful language learning, the modifying roles of perfectionism in the relationship between language learning styles and strategies were emphasized. The study presented two kinds of data: quantitative and qualitative. In the quantitative study, the participants consisted of 265 EFL second-year undergraduates. Three self-reported inventories, the Persian version of Learning Style Questionnaire (E&L LSQ) (Ehrman & Leaver, 2002); the Persian version of the Strategy Inventory for Language Learning (SILL) (Oxford, 1990); and the Persian version of Positive and Negative Perfectionism Scale (PANPS) (Terry-Short, Owens, Slade & Dewey, 1995), were used. In the qualitative aspect of the study, semi-structured interviews have been performed among 34 high and low achievers. The analyses indicated that positive perfectionism was more relevant factor attributing students' use of language learning strategies than styles. High achievers exhibited more positive perfectionism and absence of negative perfectionism, whereas low achievers exhibited signs of both positive and negative perfectionism. The pedagogical implications of the study were discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Language Teaching & Research is the property of Academy Publication Co., LTD and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Sep2014
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