introversion

The goal of this study was to investigate the influence of flipped, face-to-face, and blended instruction on EFL intermediate introverted and extroverted learners' pronunciation ability. To fulfill the objectives of the study, 60 EFL intermediate-level learners were selected from English language institutes of Esfahan City. Then, they were randomly allotted into a face-to-face, flipped, and blended group. Each group included 20 learners. After that, the Eysenck Personality Inventory was distributed among the learners of each group. As a result, the learners of each group were divided into an extroverted group and an introverted group. The next time, the pronunciation pre-test was given to the learners of the three groups separately. Subsequently, the learners of the flipped group were provided with the pronunciation instruction three days before coming to their classes, and then during class time, they performed various activities and exercises regarding the content. In the face-to-face class, the learners received the traditional instruction of pronunciation. In addition, in the blended group, during online training, the researcher taught the instructional content via Skyroom, and during face-to-face training, the learners were required to do the related exercises and activities of their book. After instruction, the pronunciation post-test was administered among the three groups. The findings showed that the three instruction approaches could positively increase the extroverted participants’ pronunciation ability but the flipped group attained more advancement in pronunciation learning.

The main purpose of this study was to investigate the relationship between EFL learners' cognitive styles, their personality types and their willingness to communicate. To this end, 198 English language students (131 females and 67 males) participated in the study. First, the participants' personality traits (introversion/extroversion) were determined through the Eysenck Personality Type Questionnaire, Adult Form (EPQ). In the second stage, the cognitive styles of the participants (field dependence and field independence) were determined through Group Embedded Figure test. Having distributed the relevant questionnaires among all the participants in a step-wise fashion, the researchers divided them into introverted/extrovert learners and field dependent/independent field learners, and finally the WTC questionnaire was administered to determine students' willingness to communicate. Data were analyzed through two-point correlation and Pearson correlation. The obtained results showed a significant relationship between cognitive styles and the desire to communicate. Comparison of individuals with field dependence and field independence showed that the tendency to communicate was higher among field dependent language learners. Extroverted language learners enjoyed significantly higher field dependence and were more inclined to communicate than introverted language learners. The study points to the importance of informing language learners about their cognitive styles and personality types and the need to pay more attention to these variables to improve language skills in general and the possible relationship between these factors and the increased tendency to communicate in foreign languages in particular.

Extroversion and introversion, two main personality traits in the theory of personality, were introduced by Carl G. Jung in 1920. Other theorists  like Hans Eysenck have extended Jung’s ideas into personality types. Being part of every human being’s psyche, these two personality traits have been often viewed as monolithic entities.  Sa’adi  is a great author whose works have been discussed both for  highly elevated language and eloquence and for their rich themes. Many of Sa’adi’s writings can be matched with modern psychological concepts. Looking at Sa’adi’s Golestan and Boostan, the present article is going to view his personality in light of the two concepts of extraversion and introversion. It has been discussed here that  Sa’adi, based on his writings, can be categorized more as an extrovert than an introvert. Finally, according to Jung’s eight personality types and Eysenck’s  personality theory,  Sa’di can be classified as  extraverted sensing or extraverted intuition.

Grimas's semiotics is a type of literary semiotics. This semiotics identifies various aspects such as expression, affect and meaning. In this research, the subject of the study is Qassida al-Rad's poem by Mahmoud Darwish There are poetic and fictional elements in this poem, so Grimes's theory of semiotics is used to analyze its various aspects. The research method is descriptive-analytical and library resources are used. The piece is divided into two parts, the surface structure and deep structure.Then it has been studied semiotically at four levels of narrative, linguistic, literary, and semantic. Important results were obtained in this study such as: The concept of praise for freedom forms the deep foundation of poetry. For the poet, occupation of Palestinian land is an obstacle, so he tries to emphasize the concept of identity. Palestine is a utopia in his mind. An examination of the musical level reveals the intrinsic character of the poet. The tension in the deep part has created contradictory concepts. In the construction sector there is a dramatic contrast. The results of the analysis of this section indicate the poet's activity and the concept of home.

In this article the classical poems and innovation of Delaram, the young Tajik poet, have been analyzed. There are two poets in Tajikistan, whose name is Delaram; One of them is from Khujand and the other from Khatlon. This is the first time that the poems of secondary Delaram has been briefly reviewed; However the main purpose of the article is to review the poems of Delaram Khujandi. Up to now there has not been any research on the poems of Delaram Khujandi based on scientific methods. For the first time, by using structuralism, psychoanalysis, and hermeneutics methods, her poems have been reviewed. It has been claimed that without the governmental censorship, the new generation of Tajik Poets are freely developing creative literary works. The Delaram’s poetry is one of the prominent examples of those. By composing the firm classical poems, she has consciously achieved to the modern poetry. The results suggest that in poetry, especially modern poetry, Delaram is an imagery, romantic, introvert poet. She portrays the external according to her internal; but she has feminine insight and tone; so in her poetry, we could distinguish the domination of imagination over the judgment. In the structure of the context of her poems there are many words and expression which has been inspired by the poetry of the modern Persian poets. The words ‘leaf’, ‘clock’, ‘morning’, ‘season’, and especially ‘voice’ have high frequency in her poems. Most of her poems are about current issues and are social, pedagogical, and imagery. The love between the man and woman is not the direct subject of her poems; but failure and break could be distinguished. Her opinion about the contemporary poetry of Iran is evident; however the commonality which has been observed in images of Delaram’s poetry and Iranian Modern poets is not the result of intertextuality. In linguistic function the poet has own artistic insight. Sometimes her imagery is polyphony. The influence of religious worldview and Fatalism philosophy is dominant in her thought. The fundamental metaphor in her poems is ‘being lonely’. Elapsed time and its irreversible nature is also one of the essential motifs of her poetry.
Дар маќолаи њозир ашъори суннатї ва навпардозињои Дилором, шоираи љавони тољик, таљзия, тањлил ва баррасӣ шудааст. Дар Тољикистон, ду шоираи хушќарињаи навќалами ѓиногў бо исми Дил­ором фаъолият доранд: яке аз Хуљанд ва дигаре аз Хатлон. Бар шеъри Дил­ороми сонї барои бори аввал, назари интиќоди иљмолӣ сурат мегирад. Аммо њадафи аслї тањќиќ ва наќди ашъори Дилороми аввал аст. То ба имрўз бар ашъори ин шоира бар мабнои равиши илмї, тањќиќе анљом нашудааст. Барои аввалин бор дар бораи сурудањои ин шоираи тољик, бо коргирӣ аз равишњои сохторшиносї, равонковї ва њермунитики адабї дар ин маќола тањќиќ шудааст. Изњор мешавад, ки насли нави шуарои тољик, бидуни назорати сонсури давлатї, озодона ба халлоќияти адабї, шуѓл варзидан доранд. Намунаи боризи ин иддио сурудањои Дилором аст. Ў аз роњи сурудани шеъри матини суннатї огоњона ба эљоди шеъри нав расидааст. Дар бораи натиљаи тањќиќи мавзўъ метавон чунин ишора кард, ки Дилором дар шоирї, бавижа дар гуфтани шеъри нав, шоири тасвиргар, романтик ва дарунгарост. Берунро мутобиќ бар дунёи даруни худ ба тасвир мегирад. Аммо дид ва лањни занона дорад. Бинобарин, дар шеъри нави Дилором бартарии тасвир бар ќазоватро мебинем. Дар низоми бофти ашъораш калима ва таркибњои баргирифта аз ашъори шуарои навпардози Эрон бисёр аст. Дар шеъри ў вожањои «барг», «соат», «субњ», «фасл» ва ба вижа «садо», басомади зиёд доранд. Аксари ашъораш рољеъ ба мавзўоти рўз њастанд ва иљтимої, таълимї ва тасвири њолотанд. Мавзўи ишќи зан ба мард мустаќиман матрањ нест. Аммо нокомї ва шикаст дар он эњсос мешавад. Назари шоира дар бораи шеъри имрўзи Эрон ва бардоштњояш аз он ошкор аст. Аммо метавон гуфт умумиятњое, ки дар миёни тасвирњои Дилором ва навгароёни Эрон њаст, самараи равобити байномтанӣ нест. Ин шоира дар коркардњои забонӣ, наќши дид ва њунари худӣ низ дорад. Тасвирњояш гоње чандсадоиянд. Дар андешааш, таъсири љањонбинии мазњабї ва фалсафаи фотолисм ѓалаба дорад. Истиораи бунёди шеърњояш «танњо мондан» аст. Гузашти бебозгашти ваќт низ аз мутифњои асосии шеъри ўст.

Personality psychology of literary authors is a branch of the emerging knowledge called literature psychology. This research approach investigates the impact of personality traits of authors on forming the inner structure and aesthetic aspect of literature. Nafsat al-Masdur is one of the valuable sources for exploration in this regard. With self-revelation and tangible presence in his works, Zeidari provides the opportunity for the researcher to meet his ends. The present article attempts to explore the personality of Zeidari based on the ideas of two well-known psychologists, Jung and Halland, regarding introversion and extraversion and it also aims to study social, artistic, adventurous, emotional, and intuitive extroverted aspects, and also the emotional introverted aspect in his character. This research delves into the impact of these personality traits on the inner and outer structure and also the aesthetic aspect of literary work. The results of the research study show that Zeidari has had a balanced personality highly inclined to extraversion. His personality types include emotionally extroverted, intuitively extroverted, artistically introverted, adventurous, social, and emotionally introverted which have affected his works.

Here we mean by romantic school and its features as a introverted lyric school which opposed to the basics classicism. Having their social frustrations and observing disorders, Romantics expressed their feelings freely and lamented oppositely. Ibn –i- Rumi's poetry was the most similar manner to the romantic school in the old Arabic poetry. This article is a new light on the Arabic poetry heritage which if you are tracings some characteristics of the Romantic Movement, you can find it as a lyric – romantic literature.
The fallowing paper is illustrating that refuge to the nature, living in it, expressing the concerns and sorrows, loneliness in Ibn -i- Rumi's poetry was a reflection of poet's hatred of people in his societies and retirement. This aspect is the main poetic characteristics that are counterparts of the basics of romantic's school. Moreover we will find out that this critical literary movement has some roots in old literature of Arabs specially in Ibn -i- Rumi's poetry.

The present study was carried out to find if the personality traits of introversion and extroversion have any effects on the speaking ability of Iranian students of Japanese in terms of accuracy، fluency and lexical density. To this end، 60Iranian students of Japanese were given the Eysenck personality inventory; they were also given a role play interview test to elicit speaking samples from them. The application of the t-test procedure revealed that there is a significant difference between the subjects in accuracy and fluency in favor of the introverts. However، no significant difference was found between the two groups in respect of fluency. The findings of the study accentuate the need for teachers to heed their students’ personality trait as a means for the betterment of teaching practice in relation to speaking skills.

Following controversies over teaching communication strategies، the present study، first، examined the impact of language proficiency and extraversion/introversion on the use of communication strategies (hereafter CSs) by administrating communication strategy questionnaire developed by the researchers on the basis of Dornyei and Scott''s (1997) Inventory of Strategic Language Devices and the Persian restandardized form of EPQ to 182 students at elementary، pre-intermediate، and intermediate levels in a private English Language Institute. The One-way ANOVA and independent sample t-test analyses were performed to examine the effects of language proficiency and extraversion/introversion on the use of CSs. The analyses of the data indicated that language proficiency does not influence the use of CSs and CSs favored by introverts are similar to those favored by extraverts; they only differ in the use of a few strategies. Second، the impact of teaching CSs of circumlocution، appeal for help، time-stalling devices، and message abandonment on Iranian EFL elementary students'' oral performance was investigated. Four intact classes were selected (3 as the treatment groups with 27 students and 1 as the control class with 20 students). Data were collected through video/tape recording of pre and post tests of picture description، telling a story، and telling a joke and CSs were identified on the basis of Dornyei and Scott''s (1997) taxonomy of CSs. The Chi-square analysis of the findings revealed that teaching circumlocution، appeal for help، and time-stalling devices are pedagogically effective.

This study investigates the relationship between extraversion/introversion personality dimension and the use of strategic competence (SC) in written referential communication by Iranian EFL learners. Referential communication refers to a kind of guided communication in which the referents (or topics) are given to the subjects (here، writers) to convey their meanings to the interactants (here، readers). 50 sophomore English students ofArakUniversitywere selected from among 70 ones to participate in this study. Using the Persian restandardized version of the adult EPQ (Eysenck Personality Questionnaire، 1975) the subjects were divided into two groups of extravert and introvert. The homogeneity of the participants was determined by theMichigantest (1997) at the upper-intermediate level of proficiency. Each individual in the groups was given the communicative tasks to communicate in writing with a partner. Then، the performance of the extravert group was analyzed and compared with that of the introvert group in using compensatory strategies (CSs) in terms of type and frequency as identified by a taxonomy. The results revealed that، as far as total performance is concerned، introvert participants used conceptual strategies more than the extravert ones، while extravert participants used a sub-type of interactional strategies i. e. confirmation strategies، and the two sub-types of linguistic strategies i. e. synonymy and transliteration strategies، more than introvert ones. Thus، it can be concluded that personality trait of extraversion/ introversion is associated with L2 learners’ preference in using، at least، some types of CSs in written referential communication. The theoretical and pedagogical significance of the findings will be discussed.