Abstract
Foreign (second) language (FL/SL) proficiency is one of the most important competencies for a modern person, and is necessary for both professional and personal fulfillment. The purpose of this study is to consider and compare personality traits and creativity as predictors of success in foreign language acquisition (FLA). The sample includes 128 (105 female and 23 male) first- and second-year university linguistics students. Creativity is measured by the Abbreviated Torrance Test for Adults (ATTA). The FFM personality traits are measured by the Russian NEO Five-Factor Inventory adaptation by S. Biryukov and M. Bodunov. To assess the level of FL proficiency, we used a traditional academic achievement indicator (the semester’s final grades in English), as well as the English teachers’ assessment of the level of language proficiency of their students according to the “Foreign Language Proficiency Scale” (10 indicators and total score). Descriptive statistics methods and a multiple regression analysis were used to process the data in the R software environment, version 3.5.2. The findings of our research showed that creativity indicators have a stronger but contradictory impact on the level of FL proficiency compared to personality traits. We suggest that teachers, most likely, lack knowledge on the manifestations of student creativity in the process of FL learning.
Highlights
The search for predictors of success in foreign language acquisition (FLA/SLA) is an important interdisciplinary problem that has stimulated educators, teachers, psychologists, linguists, and specialists in intercultural communication to find a solution [1,2,3,4,5,6,7]
The findings of our research showed that creativity indicators have a stronger but contradictory impact on the level of FL proficiency compared to personality traits
Most likely, lack knowledge on the manifestations of student creativity in the process of Keywords: creativity; personality traits; foreign language acquisition; Abbreviated Torrance Test for Adults (ATTA); Five-Factor
Summary
The search for predictors of success in foreign (second) language acquisition (FLA/SLA) is an important interdisciplinary problem that has stimulated educators, teachers, psychologists, linguists, and specialists in intercultural communication to find a solution [1,2,3,4,5,6,7]. The development of this problem is of particular practical importance in the context of a learner-centered approach [4,5].
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