Rola cech indywidualnych w wyborze strategii uczenia się języków obcych osób dwu- i wielojęzycznych
The role of individual differences in the choice of language learning strategies of bilingual and multilingual individuals

Summary/Abstract: The process of mastering the target language (through learning or acquisition) can be influenced by many variables. Regardless of the paradigm of the research conducted, psychologists, linguists and glottodidacticians alike point to the age of onset, motivation, gender, attitude towards the language, the amount of time spent learning and the psychological endowment of the learners (personality traits, intelligence level, temperament). The aim of the study was to determine the relationship between selected characteristics (personality, temperament, level of anxiety as a trait) and the language learning strategies used (cognitive, metacognitive, affective, social, compensatory and memory) for multilingual and bilingual learners. Sixty participants took part in the self-reported study. Four research instruments were used: Personality Inventory (NEO-PI-R), Temperament Questionnaire (PTS), Trait Anxiety Inventory (STAI-X2) and adapted Language Learning Strategies Inventory (SILL) translated by E. Olejarczuk. Students' psychological characteristics determine the choice of language learning strategies. The picture of these relationships is different for bilinguals and multilinguals. Personality endowment in the case of language learners plays an important role in the choice of language strategies. Perhaps the educational success of polyglots is not only due to metalinguistic abilities, but is also conditioned by personality predispositions. The presented results of our own research indicate the relevance of further analysis in this area and the implications for teaching.

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