Is Multicultural Effectiveness Related to Phrasal Knowledge in English as a Second Language?

Fanny Forsberg Lundell, June Eyckmans, Alexandra Rosiers, Klara Arvidsson


The present study investigates the role of personality in language learning, with a special focus on the association between multicultural effectiveness and phrasal knowledge in L1 Dutch L2 English learners in Belgium (n=97). Results from the Multicultural Personality Questionnaire (MPQ) (five personality dimensions) were associated with results from a rational cloze test, measuring productive phrasal knowledge. In addition, scores from grammar proficiency tests were also included, since language proficiency is known to be a strong predictor for phrasal knowledge. A regression analysis revealed significant associations between phrasal knowledge and the personality dimensions Flexibility and Openmindedness, when grammar proficiency was controlled for. This study adds to the growing body of evidence of associations between phrasal knowledge and personality, encouraging researchers to pursue this avenue with learners from different L1/L2 pairings, in different contexts of L2 acquisition.


personality, phrasal knowledge, formulaic sequences, multicultural effectiveness, English as a Second Language, individual differences

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