| Summary: | Research has explored various characteristics of foreign language
learners. However, little research has investigated how personality
traits, motivation, and language attitudes are similarly or differently
described between learners of Commonly Taught Languages (CTLs)
and Less Commonly Taught Languages (LCTLs). The current study
examined the correlations of academic achievement, personality, and
motivation of learners in CTLs, LCTLs and Non-foreign languages
(NFLs), respectively, and the extent to which learners in CTLs,
LCTLs and NFLs may differ in these perspectives. The results
indicated correlations between overall academic achievement and
foreign language achievement of students in CTLs and LCTLs. In
addition, students in CTLs, LCTLs and NFLs also experienced their
unique correlations in personality and motivation factors. Significant
differences were noticed in neuroticism and motivation of the target
language: students studying LCTLs were less nervous and more
motivated than those in CTLs. Strong tendencies occurred in
integrativeness and attitudes toward the learning situation: students in
LCTLs attained a more integrative orientation and a more positive
attitude toward the learning environment.
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