I, an introvert, have observed the introverted EFL teachers in my work place in terms of the characteristics of communica-tion in class since I felt some of my personality traits get in the way in my class. The findin...I, an introvert, have observed the introverted EFL teachers in my work place in terms of the characteristics of communica-tion in class since I felt some of my personality traits get in the way in my class. The findings correspond to Brian R. Little's per-sonality psychology.Brian Little has revealed that introverted people lack mutual gazes and tend to talk past each other, and intro-verted EFL teachers are no exception according to my study. In the perspective of personality psychology, avoiding too much eyecontact is not because of a lack of confidence, but a way for introverts to reduce the outside stimulation. This explanation is reason-able but not good for communication in EFL teaching. In fact it is contradicted with the notion that language teachers should be amaster of communication themselves. Then I managed to identify these seemingly anti-social characteristics of communication andseek for some other means to compensate for what might be missed out in class communication. Brian Little clarifies the relation-ship between free trait, core projects and acting out of character. I conduct an empirical study by using questionnaires in which tenhigh-achieving university introverted English teachers with ten-year teaching experiences illustrates their initial problems in EFLteaching as well as their possible solutions. By collecting some characteristics of communication in class, I provide a three-stepcounter strategy for introverted EFL teachers to survive language class communication. First, accept the"weakness"and feel com-fortable with it. Second, set goals to practice it. Third, look for other means to compensate for it. This counter measure conforms toBrain Little's theory on the relationship between"free trait","core project "and"acting out of character". It is expected that thethree-step counter strategy is useful in introverted EFL teacher's pedagogical practice.展开更多
Background: Modern psychological theories define introvert-extrovert spectrum as a continuous dimension of personality, rather than simply two personality types. Purpose of this article is to investigate and explain t...Background: Modern psychological theories define introvert-extrovert spectrum as a continuous dimension of personality, rather than simply two personality types. Purpose of this article is to investigate and explain the introvert-extrovert spectrum, define and discuss the term ambivert whilst expanding the term introvert-extrovert spectrum using the term of ambiversion as an equally important, and finally, discuss the importance of libido in the context of introvert-ambivert-extrovert spectrum. Methods: Using literature review, author’s own experience and reflections about this subject, the theory of introvert-ambivert-extrovert spectrum is explained, expanded and discussed in this article. Conclusion: Libido, which can be defined not only as a sexual drive (narrow meaning), but as an overall life energy (wider meaning), can be directed in the individual’s expression of energy more inward (that is being more introverted) or more outward (that is being more extroverted). Ambiversion is somewhere near the half-way mark between two extremes, and it is characterized by high degree of adaptiveness and a good balance between inward and outward turning of the libido, which is associated with having more mature defense mechanisms in different life situations in comparison with predominantly introverts or extroverts, who might be more susceptible for the development of neurotic defense mechanism when faced with demanding life situations that require personality traits from the opposite side of the introvert-ambivert-extrovert spectrum. Using psychological advice and mental training it is possible to develop some of the personality traits from the opposite side of the spectrum in order to increase the adaptiveness to different life situations and avoid the development of neurotic defense mechanisms and neurotic surrogate life goals.展开更多
文摘I, an introvert, have observed the introverted EFL teachers in my work place in terms of the characteristics of communica-tion in class since I felt some of my personality traits get in the way in my class. The findings correspond to Brian R. Little's per-sonality psychology.Brian Little has revealed that introverted people lack mutual gazes and tend to talk past each other, and intro-verted EFL teachers are no exception according to my study. In the perspective of personality psychology, avoiding too much eyecontact is not because of a lack of confidence, but a way for introverts to reduce the outside stimulation. This explanation is reason-able but not good for communication in EFL teaching. In fact it is contradicted with the notion that language teachers should be amaster of communication themselves. Then I managed to identify these seemingly anti-social characteristics of communication andseek for some other means to compensate for what might be missed out in class communication. Brian Little clarifies the relation-ship between free trait, core projects and acting out of character. I conduct an empirical study by using questionnaires in which tenhigh-achieving university introverted English teachers with ten-year teaching experiences illustrates their initial problems in EFLteaching as well as their possible solutions. By collecting some characteristics of communication in class, I provide a three-stepcounter strategy for introverted EFL teachers to survive language class communication. First, accept the"weakness"and feel com-fortable with it. Second, set goals to practice it. Third, look for other means to compensate for it. This counter measure conforms toBrain Little's theory on the relationship between"free trait","core project "and"acting out of character". It is expected that thethree-step counter strategy is useful in introverted EFL teacher's pedagogical practice.
文摘Background: Modern psychological theories define introvert-extrovert spectrum as a continuous dimension of personality, rather than simply two personality types. Purpose of this article is to investigate and explain the introvert-extrovert spectrum, define and discuss the term ambivert whilst expanding the term introvert-extrovert spectrum using the term of ambiversion as an equally important, and finally, discuss the importance of libido in the context of introvert-ambivert-extrovert spectrum. Methods: Using literature review, author’s own experience and reflections about this subject, the theory of introvert-ambivert-extrovert spectrum is explained, expanded and discussed in this article. Conclusion: Libido, which can be defined not only as a sexual drive (narrow meaning), but as an overall life energy (wider meaning), can be directed in the individual’s expression of energy more inward (that is being more introverted) or more outward (that is being more extroverted). Ambiversion is somewhere near the half-way mark between two extremes, and it is characterized by high degree of adaptiveness and a good balance between inward and outward turning of the libido, which is associated with having more mature defense mechanisms in different life situations in comparison with predominantly introverts or extroverts, who might be more susceptible for the development of neurotic defense mechanism when faced with demanding life situations that require personality traits from the opposite side of the introvert-ambivert-extrovert spectrum. Using psychological advice and mental training it is possible to develop some of the personality traits from the opposite side of the spectrum in order to increase the adaptiveness to different life situations and avoid the development of neurotic defense mechanisms and neurotic surrogate life goals.
