2. The Myers-Briggs Type Indicator (MBTI)

assessment is a psychometric
questionnaire designed to measure
psychological preferences in how
people perceive the world and make
decisions.

3. He proposed the existence of two

dichotomous pairs of cognitive functions:
 The quot;rationalquot; (judging) functions: thinking
and feeling
 The quot;irrationalquot; (perceiving) functions:
sensing and intuition
 Jung went on to suggest that these
functions are expressed in either an
introverted or extraverted form.

4. Myers-Briggs typology model regards personality type

as similar to left or right handedness.
The MBTI sorts some of these psychological

differences into four opposite pairs, or quot;dichotomies,quot;
with a resulting 16 possible psychological types.
The 16 different types are often referred to by an

abbreviation of four letters, the initial letters of each
of their four type preferences (except in the case of
iNtuition, which uses N to distinguish it from
Introversion). For instance:
ESTJ - Extraversion, Sensing, Thinking, Judging

INFP - Introversion, iNtuition, Feeling, Perceiving


6. They work hard in a

systematic way.
They learn from They put attention to
 
reports of observable details.
facts and Lack of clear

happenings. sequence, goals or
They Prefer physical structure in the

Sense-based input. language.

7. They have the ability
They learn from 

to guess from the
flashes of insight, using
context.
their imagination.
 They structure their
They grasp the general

own training,
cocepts rather than
conceptualizing and
the details.
model-building.
 They can be hindered
for inaccuracy and
missing important
details.

8. They learn from They have the ability
 
impersonal to analize.
circumstances. Discipline.

And logical They can suffer from
 
sequences. performance anxiety
because their self-
steem is attached to
achievement.

9. They learn from

They have the

personalized
advantage of the
circumstances and
strong desire to bond
logical
with the teacher.
consequences.
They can become

discouraged if not
appreciated, and
disrupted by lack of
interpersonal
harmony.

10. Learns more They have the
 
effectevely by advantage of the
reflection. sistematically
working through a
Analysis

task.
Processes that

They suffer from
involve closure 
rigidity and
intolerance of
ambiguity.

11. They learn through They are open
 
negotiation Felxibility and

Feeling adaptability to

change
Inductive process

that postpone New experiences

closure They may suffer from

laziness and
inconsistent pacing
over the long haul.

12. They value group
They learn through 

interaction and
concrete
classwork done with
experiences
other students.
Contact with the

They are willing to
outside world. 
take conversational
Relationship with

risks
others
They are dependent

son outside
stimulation and
interaction.

13. They learn in They have the ability
 
individual. to concentrate ont
eh task at hand as
Independent

well as their self
situations that are
sufficiency
involved with ideas
and concepts. They need to

process ideas before
speaking that least
to avoidance of
linguistic risk-taking in
conversation.

15. Id, ego and super-ego
Id - contains the basic drives, it is focused
on selfishness and instant self-gratification,
produced by the conflict between
biological impulses and social restraints.
Ego - is the organized part of the
personality structure which includes
defensive, perceptual, intellectual-
cognitive, and executive functions seeks
to please the id’s drive in realistic ways, will
benefit in the long term rather than
bringing grief.
Super-ego - aims for perfection, deals with
spiritual goals, and criticizes and prohibits
drives, fantasies, feelings, and actions, acts
in a socially appropriate manner, controls
our sense of right and wrong and guilt and
helps us fit into society by getting us to act
in socially acceptable ways

16. Inhibition
High self-esteem resist threats
Fragile ego prevent from being threatened or harmed
Severe criticism leads to Inhibition; the teacher should create an
environment that encourages students to use the language.
Play guessing and communication games, role play and sing songs, use
plenty of group work, laugh with your students, have them share their
fears in small groups.

17. Risk-Taking
A person with high self-esteem is not overcome by being laugh at and will
try to express himself in another language despite the fact that he doesn’t
now it will but he will succeed eventually.
The teacher must encourage students to take some risks, value them as
persons for those risk they take (praise students for making sincere efforts to
try out a language), and tame those excessively risky.
He should also use fluency exercises where errors are corrected at that time;
give assignments to speak or write out a language.

18. Anxiety
Debilitating Facilitative
Trait Anxiety State anxiety
Communication
apprehension
Fear of negative social
evaluation
Test anxiety