The role of personality variables in second language behavior.

T EACHERS OF SECOND LANGUAGES have frequently made the observation that the ability to speak a new language authentically, to assimilate or approximate native-like pronunciation, cannot be totally accounted for by the learner’s intelligence, motivation, or skill in other facets of language training. Authenticity of pronunciation can be noted early in language learning and seems not to be modified to any great extent by training or eff0rt.l To date there have been few research efforts specifically aimed at analyzing pronunciation skills and explaining interpersonal differences in the ability to speak authentically. Experience and observation have prompted the suggestion that certain personality variables may play a critical role in the ability to speak a second language with native-like authenticity. Guiora has proposed that, other things being equal, the ability to speak a new language authentically is significantly related to the empathic capacity of an individual, his sensitivity to the feelings of others.” This theory postulates that individuals who are more sensitive in their interactions with others, who are more receptive to subtle cues of behavior and feelings, would have an enhanced capacity to discern those cues and nuances which, when incorporated in speaking, produce authentic, native-like pronunciation, A review of the literature on empathy indicates that, while theories and definitions of empathy have been well explicated, there has been little research adequately operationalizing the concept. Most definitions share the basic theory that empathy is the ability to understand the feelings of another through subtle cues of behavior or speech. Some theorists see the process as a temporary identification with another,3x4 while others propose that one reflects on his own similar feelings and experiences in order to understand the feelings of the other. 536 The definition of empathy on which this study is based has been offered by Guiora as one of three comprehending modalities.7